Organic chemistry is a complicated and diverse subject. One of the significant challenges to both teaching and learning organic chemistry is that more complexity is added throughout the semester while building upon the fundamentals covered early in the class. Without mastery of initial core concepts, success in an organic chemistry course is unlikely. Research in chemical education suggests active learning is the best mechanism for achieving desired learning outcomes. Active learning in the form of class-time worked problem sets is traditionally implemented on a weekly or intermittent schedule and can be completed individually or in groups. A previous study using the same cohort of students compared a more typical schedule to a more distributed implementation of in-class worked problems in two sections of first semester organic chemistry. Based on this data, both sections utilize a weekly schedule during the second semester. However, one section completes the in-class problems individually and the other in groups. In the first semester, sections contained approximately thirty students with less than half of each section continuing into the second semester. All problem sets, quizzes, and exams are co-written by both instructors and all instructional materials are shared via the learning management system. Learning outcomes will be evaluated based on course exam and quiz performance in both semesters. Student percentile scores on the nationally normed ACS 2017 Organic Chemistry Exam after both semesters are complete also will be assessed.

Comparing long-term retention of organic chemistry using individual and group active learning

2019 Fall National Meeting

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