One of my most common refrains in my organic chemistry classes is that students should strive to understand and apply the foundational principles, as opposed to trying to memorize each example reaction that they’ve encountered. I strongly believe that a mechanistic organization discourages the memorization behaviors that students are almost forced to adopt in a … Continue reading How to Help Students See Patterns of Reactivity: My Experience with Karty’s Text
We started resonance structures in class today. It wasn’t until after class had ended that I realized how many great teaching moments we had, and I attribute those teaching moments to the way resonance is presented in my textbook. Resonance is introduced in Chapter 1, and students are taught to draw resonance structures by first … Continue reading The Features of Resonance and the Teaching Moments They Lead To
Active learning at Columbus State University (CSU) has been implemented in a variety of ways through both the flipped-classroom and HyFlex environments. The flipped-classroom model has been instituted since Fall 2017, and I have valued my experiences as an instructor in this kind of educational setting. The main tools that I use to successfully adopt … Continue reading Active Learning: Its Benefits in Organic Chemistry
Now that summer is quickly approaching, we will be taking these next few months off from regularly posting on our Teach the Mechanism blog to catch some rays of sunshine in the great outdoors. This means that we are now open to submissions for the Fall 2021 semester. Because classes will still be held in … Continue reading Happy Summer!
In Fall 2021, students will be asked to return to in-person learning. After a lonely and stressful year, I am thrilled about this. I have missed my students dearly, as I love interacting with them in the classroom. Undeniably, the pandemic became especially hard on students’ learning by separating them from their peers and instructors, … Continue reading What Will Organic Chemistry Look Like in Fall 2021?
For the professors reading this post, I am writing to gain some insight by asking for your advice. Even though I have been teaching organic chemistry for five years now, I still struggle with how to assess my students’ knowledge. When I was a student, we had a series of free-response/short-answer questions on our exams. I … Continue reading How Do You Keep Content Fresh for Students While Also Maintaining the Integrity of Your Course?
We have now approached Exam 3, which means that students have been exposed to material that includes Chapter 19 content. I am quite excited to see that my students are starting to build their “organic chemistry toolbox,” but I've also noticed that they are starting to confuse how and when reagents are used. While I … Continue reading Building Students’ Organic Chemistry Toolbox to Set Them Up for Exam Success
Molecular orbital theory (MO theory) can be a very challenging topic. Students come into the classroom already knowing about the octet rule, Hund’s rule, and the Pauli exclusion principle. However, the lecture component is critical for bridging the gap between their knowledge of general chemistry and organic chemistry. As such, I start my lecture on … Continue reading MO Theory and Its Relation to Molecular Stability
In today’s class, I spoke about the value of retrosynthesis, which allows chemists to view mechanisms and organic reactions from their products to their starting material. Typically, students are not keen on retrosynthesis because: 1). the word is scary, and students are introduced to many other difficult-sounding concepts while learning it, and 2). the process … Continue reading Forward vs. Backward: How Do You Get Students Interested in Retrosynthesis?
When teaching mechanisms, I try to impress upon my students that the concepts tied to mechanisms are not confined to the chapters that they appear in within the Karty text, but rather, that they are a continuation of connected topics across the discipline as a whole. Today’s class focused on Sections 13.1-13.3, which elaborate on … Continue reading Everything Is Connected: Teaching Organic Chemistry as a Unified Story through Mechanisms