Since 2008, we have operated under the assumption that the way we've been teaching general chemistry is broken.  In fact, we assert that the traditional approach which is heavily geared toward chemistry majors does not effectively serve the modern student population in most general chemistry courses, especially those that are comprised of non-chemistry majors who take the course to fulfill core curriculum requirements.  As a result, we have adopted an approach that focuses on six primary conceptual themes: nomenclature, structure, reactions, kinetics, thermodynamics, and equilibrium.  These themes are woven into the course by careful selection of primary literature articles that students read and analyze.  In addition, students are purposefully engaged in laboratory activities that are intimately linked to the primary literature they are reading and that expose them to relevant and even thought-provoking chemistry.  In our course, the majority of student engagement occurs in the laboratory, where substances discussed in the papers are synthesized, analyzed and characterized.   In addition, we provide opportunities for students to fortify the six primary conceptual themes that are encountered in reading primary literature as well as in laboratory investigation via use of �focus on fundamentals� exercises. Although this course does not use a standard general chemistry textbook, we do offer select readings from popular scientific resources such as �Caveman Chemistry,� �Napoleon's Buttons,� and several others to further catalyze student understanding and interest in the topics covered.  Herein, we describe the results of experimentation over the past several years and offer insights into the overall effectiveness of a course of this design.

What we're doing isn't working: An alternative to the traditional general chemistry course

243rd National Meeting (2012)

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