The most common instructional methodology for first semester organic laboratories is to teach techniques in the context of reactions.  However, the number of students who successfully complete the lab in the first attempt with acceptable yields and purity has decreased with time.  Is it too much to expect a student to master the theories of the chemistry and technique in one attempt in a few hours considering their prior laboratory experience in high school and/or collegiate general chemistry?  For two semesters we have implemented a new mastery-based technique curriculum grounded in Biggs' constructive alignment theories.  Comparison of the content (experiments and student assessment metrics) of the original and revised curriculum as well as analysis of the success of the initial pilot (~100 students) will be presented.

Mastery based approach to the first semester organic laboratory sequence

243rd National Meeting (2012)

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