Reactivity I: A Foundation-Level Course for Both Majors and Nonmajors in Integrated Organic, Inorganic, and Biochemistry

Schaller, Chris P.; Graham, Kate J.; Johnson, Brian J.; Jones, T. Nicholas; McIntee, Edward J.

doi:10.1021/acs.jchemed.5b00103

Cited by 14 publications

(16 citation statements)

References 41 publications

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“…The most innovative curricular reform has been to shift away from the traditional General Chemistry and Organic chemistry sequences and redefine the sequence of courses based upon topics, rather than the traditional course designations . In this approach, students enroll in classes based upon three topical areas: Structure, Reactivity, and Quantitation. , It was proposed that dividing the courses by fundamental areas would enable students to more quickly appreciate the breath of the fields and improve student learning.…”

Section: Introductionmentioning

confidence: 99%

Implementation of a 1–2–1 Curriculum and Its Effect on Organic Chemistry I

et al. 2020

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Educators are constantly looking to improve their pedagogical strategies. This can range from teaching strategies for a specific topic to holistic curriculum changes. Recently, the approach that chemistry departments have chosen to deliver their introductory courses has garnished increasing attention from educators. Our department recently converted our introductory sequence from the traditional two semesters of general chemistry followed by two semesters of organic chemistry to what is often referred to as the 1−2−1 sequence. The 1−2−1 sequence is an introductory sequence in which students take General Chemistry I followed by Organic Chemistry I and II and last General Chemistry II as the fourth introductory course in the introductory sequence. The conversion was motivated by the need to implement a curriculum that more effectively addressed our students' needs and deficiencies and to more effectively utilize department resources to service chemistry majors and the college. The work here highlights the motivation for the conversion, insight into its implementation, and a preliminary investigation on how this change has impacted the Organic Chemistry I class.

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Section: Introductionmentioning

confidence: 99%

Implementation of a 1–2–1 Curriculum and Its Effect on Organic Chemistry I

et al. 2020

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“…Over past few years, we have reported the development of our new curriculum, the introductory course, three courses in the reactivity sequence, − and our laboratory curriculum . In this paper, we report the development, implementation, and assessment of our first course in the quantitation area (Chem 255).…”

Section: Our New Chemistry Curriculum: Structure Reactivity and Quant...mentioning

confidence: 99%

Fundamentals of Macroscopic Chemical Analysis: A Foundation-Level Course for a New Chemistry Curriculum

et al. 2020

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Fundamentals of Macroscopic Chemical Analysis is a newly developed foundation-level course that integrates concepts from traditional physical and analytical chemistry courses. The course was designed to serve majors in chemistry, biochemistry, and biology as well as pre-health professional students. The main goal of this course is to develop the ideas of energy, stability, and direction of changes for chemical systems. Students develop the idea of free energy through thermodynamic laws and apply the concept of free energy to develop the quantitative picture of selected physical and chemical equilibrium systems.

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“…John’s University (CSB/SJU) have implemented an entirely new undergraduate chemistry curriculum based on the larger themes of structure, reactivity, and quantitation. Their stated goal is to present a “more unified view of how traditional subdisciplines of chemistry relate to each other.” The foundation level consists of six courses, with each course tying to the three larger themes. − These courses prepare students to take a variety of upper-level, special topics courses based on student career interests and choice of major. CSB/SJU has also implemented a redesigned laboratory curriculum independent of their lecture courses, with themes of purification, synthesis, and measurement …”

Section: Previous Reform Efforts: Literature Reviewmentioning

confidence: 99%

Chemistry Unbound: Designing a New Four-Year Undergraduate Curriculum

et al. 2018

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This article describes the process of designing a new four-year curriculum at Emory University. Acknowledging the limitations of traditional curricula and pedagogy, the major goals of this reform effort include an emphasis on core ideas and scientific practices rather than content and historical course boundaries in order to convey the excitement, relevance, and interdisciplinary nature of 21st century chemistry to undergraduate students.

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Reactivity I: A Foundation-Level Course for Both Majors and Nonmajors in Integrated Organic, Inorganic, and Biochemistry

Cited by 14 publications

References 41 publications

Implementation of a 1–2–1 Curriculum and Its Effect on Organic Chemistry I

Implementation of a 1–2–1 Curriculum and Its Effect on Organic Chemistry I

Fundamentals of Macroscopic Chemical Analysis: A Foundation-Level Course for a New Chemistry Curriculum

Chemistry Unbound: Designing a New Four-Year Undergraduate Curriculum

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