Teaching students how to think like a chemist is a challenging, but necessary feature of any organic chemistry course. A seemingly simple question such as, “How will these two compounds react when I mix them?” can stump even the best students. Since it is impossible to memorize every possible reaction combination, students must rely on … Continue reading Proton Transfer Reactions and Thinking Like a Chemist
Here at Teach the Mechanism we are excited to introduce you to Dr. Christine Pruis, our full-time on-staff Chemistry Subject Matter Expert. In the following post, Dr. Pruis discusses her journey with authoring the Smartwork5 online homework and how this resource facilitates learning and understanding organic chemistry and mechanisms when paired with Joel’s text. Read … Continue reading Smartwork5: Immediate Formative Assessment Opportunities Help Students Work Smart
I imagine any professor considering changing to a new textbook goes through the same dilemmas I did when I decided to switch. Even when we find a book that we know will benefit our students, we also know that there will be a time cost in making the transition. Faculty at schools of all sizes … Continue reading Winds of Change: Instructor Resources Make Switching to Karty a Breeze
I have always approached my organic sequence as a mechanism-driven course. Every reaction that we discussed in class started with a mechanism to show how it wasn’t really anything new, but an extension of the types of behaviors we had learned to describe and anticipate. I avoided texts that listed reaction after reaction as completely … Continue reading Memorization Not a Choice: Learning to Remember
As any professor knows, the decision to change to new textbook is one that we don’t take lightly. Often, we have used a single book for several years and have a good handle on how to spread that text out throughout a semester efficiently. Maybe we have assignments and exams tailored to a specific text … Continue reading Textbook Cost: Is One Home Run Really Better than Two Doubles?
The big switch (and what a switch it was), as this blog title suggests, is my reflections and thoughts on switching from a traditional functional group teaching approach to the mechanism-based teaching approach found in Karty’s textbook. My first blog (The Big Switch, Part 1) summed up my feelings and thoughts as I approached my … Continue reading First Impressions: The Big Switch, Part 2
My entire academic career as both a student and as an instructor, I have always taught or been taught organic chemistry using the functional group approach: beginning with the tried and true method of labeling chapters by functional groups and then moving on to learn how to name, synthesize, and react with the functional group … Continue reading First Impressions: The Big Switch, Part 1
Another semester of teaching the mechanism is over! Rick Bunt of Middlebury College wrote this festive end-of-the-semester song for his students (sung to the tune of “Rudolph the Red-Nosed Reindeer”). It’s so good we thought we’d make posting it a new tradition! You’ve had Spanish and Bio And History and Calc, Physics and Econ And Poly … Continue reading Happy holidays from all of us at Teach the Mechanism!
When I first heard Joel Karty speak about his mechanistic organization in his organic chemistry text around 2016, I had also heard a lot of buzz about flipping the classroom. I was very curious about trying this in my own classroom, but implementing self-directed learning with a more intricate discipline like organic chemistry can seem … Continue reading Flipping the Script: Mechanistic Organization Encourages Cooperative Learning
One of the biggest (and sometimes the most difficult) decisions to make when teaching a course is the textbook choice. Knowing if you made the right decision can be tough to tell. Well, last semester I got some unsolicited feedback from students that put my mind at ease about deciding to adopt Joel Karty's Principles … Continue reading Karty’s Method Stands Alone, and With It So Can Your Students