It has been shown that organic chemistry students struggle with converting from names to structures as well as interpreting the meaning of electron pushing formalism. Three universities (two in the United States and one in Canada) introduced online collaborative assignments (OCAs) to organic chemistry to expand student experience with these types of chemistry communication. Students from each class are assigned an international partner to communicate with over video chat. One fundamental aspect of this project has been increasing student exposure to the varied modes of communication used in chemistry (verbal, written, and symbolic). Of particular interest is to give students experience interpreting, transforming, coordinating, and constructing these different modes of communication. Through scaffolded assignments, beginning with communicating chemical structures and converting between names and standard symbolic representations students build their communication skills. The assignments then progress to conversion of symbolic reactions to text describing the reaction and finally to integrating descriptions of mechanisms focused on electron pushing formalism. The communication practice that began in the OCAs was expanded on to include in-class academic reading circles (ARCs) at two of the universities. Exemplary student metacognitive outcomes from post assignment reflections will be used to support the types of learning growth experienced.

Chemistry communication practice through online collaborative learning

2019 Fall National Meeting

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.