Teaching Students Organic Chemistry: QEP III Next Generation Course Redesign TM Jonathan L. Lavezo Dr. Sushama Dandekar College of Arts and Sciences Department of Chemistry

Why redesign the original course?  Complex material  Instructional approach inhibits learning  Unguided learning

Redesign Goals  Improve students’ capacity to learn  Provide better delivery  Develop Student Learning Objectives (SLOs)

N-Gen Course Redesigns  Brain-based learning theory  Outcome-based assessment  Student collaboration  Develop innovative instructional techniques

Brain-Based Learning Theory  Adopted from Laura Erlauer’s The Brain- Compatible Classroom: Using what we know about learning to improve teaching  Building of neurological connections  Seven fundamentals are the foundation for “brain-based” learning

Seven Fundamentals  Emotional Wellness of Students  Body, Movement, and the Brain  Relevant Content and Student Choices  Time, Time, and More Time  Enrichment for the Brain  Collaboration  Assessment and Feedback

Real World Collaborative Project: Adopt-A-Molecule  Assigned molecule  Create data profile  Relates to concepts in lecture  Peer reviews

Real World Collaborative Project: Sample Molecular Profile

Developed Course Material  Class hand-outs, guided problems, and tutorial videos  Provides a variety of learning tools  Students not limited to one learning style  Designed to improve comprehension

Example Hand-Outs Handout 1 Handout 2 Handout 3

Guided Problems and Videos  Guided problems connect multiple concepts  Videos span a variety of topics  Materials available on-line

Analysis and Results  Alignment analysis between test materials and SLOs  All materials align to SLOs  Corresponds to assessment and feedback fundamental

Conclusion  Changed the delivery of organic chemistry – Implemented brain based learning – Aligned SLOs to test material – Heightened student engagement  Course needs to be studied