A PUI institution with more than 300 chemistry majors recently acquired a high field NMR through NSF funding. This talk will describe assessment tools being designed to measure the impact of this instrument and its inclusion in the teaching curriculum on student majors and minors. Both objective and affective instruments will be described. Ideally, organic chemistry students are expected to apply their knowledge and understanding of reactions on assessments answering novel questions utilizing the concepts related to the reaction sequence. Additionally, students in organic chemistry II are also expected to integrate this understanding with spectral data to confirm their proposed product. Often these spectra are artificially rendered similar to what students view in their textbooks. However, the use of a spectrum that are generated real-time using the student's own product can provide a more robust connection between the reaction and the characterization of that reaction product. This is commonly done in organic laboratory with IR or GC but less commonly with NMR. More importantly, connecting the instruction and assessment in the lecture portion of the course less likely utilizes �real� spectral data as well much less the student's own spectral data following their experiment. With the recent acquisition of an NMR, the development of laboratory activities, instructional materials and assessment materials is now possible with an integrated approach between all three components. The instructional materials will be presented along with assessment strategies and classroom educational experiments that will be conducted to test the efficacy of this integrated approach.

Measuring learning benchmarks when students have access to high-field NMR

247th National Meeting (2014)

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