Of all the chapters in Joel’s mechanistically organized textbook, my favorite is Chapter 6: The Proton Transfer Reaction. Acid-base chemistry might seem like an odd topic to pick in an organic chemistry textbook. It seems almost…inorganic, a throwback to general chemistry of sorts. So why do I like it so much? It accomplishes two vitally important … Continue reading Proton Transfer: Well Begun is Half Done
Surprising Scores in Unit 4
At the end of the semester the students are typically burned out, busy with all of their final assignments, and in general do not perform as well on the last unit exam compared to the other three units. At Old Dominion University we teach addition to alkenes and alkynes in the last unit, a very … Continue reading Surprising Scores in Unit 4
Playing Musical Chairs with Spectroscopy
As a Synthetic Organic Chemist by trade, I use NMR spectroscopy heavily for analysis and structure identification. When designing a course in organic chemistry, it comes as no surprise that I want my students to be comfortable mining information from an NMR spectrum and using it to solve problems. A mechanistically organized course lends itself … Continue reading Playing Musical Chairs with Spectroscopy
Putting Some (but not too much) Biochemistry in Organic Chemistry
One of the key features of our new organic chemistry curriculum at Middlebury College is that the premed students (and anyone else who is so inclined) can take biochemistry after just one semester of organic chemistry (vs. a whole year). I have previously written about these details and how well Joel’s mechanistically organized textbook helped … Continue reading Putting Some (but not too much) Biochemistry in Organic Chemistry
Teaching the Mechanism Means Testing the Mechanism
Exam questions are a primary medium by which students learn what their instructor values most in the course. If we evaluate what we value, questions should test the mechanism and thus emphasize conceptual understanding, utilize real applications, and require deep thinking. And for me, the most important reason to pose mechanistic questions is to see … Continue reading Teaching the Mechanism Means Testing the Mechanism
Mechanisms and Higher Order Cognitive Skills
I have been teaching organic chemistry with a mechanistic approach for a long time. Unfortunately, the book that I used prior to Karty tried but ultimately dropped this approach midway through the second semester of topics. In Joel’s text, mechanisms and thinking through a different lens pervade, which has prompted a number of my students … Continue reading Mechanisms and Higher Order Cognitive Skills
MCAT-2015 is Here
The new year traditionally brings a time for both reflection and looking forward. For teachers of organic chemistry everywhere, this past year stands out more than most. After years of planning, MCAT-2015 is finally upon us. I previously wrote about the challenges and opportunities this change holds for us and how we, at Middlebury College, … Continue reading MCAT-2015 is Here
POGIL and Mechanisms are Natural Allies
Choosing a textbook is always an important part of class preparation, but when using Process Oriented Guided Inquiry Learning (POGIL) with a group of students of mixed academic and reading abilities, the choice is perhaps even more important. POGIL is an evidence-based teaching/learning method used across the country. Students work in structured groups to complete … Continue reading POGIL and Mechanisms are Natural Allies
Surprises from Chapter 10
Organizing a course like organic chemistry with dense material and volumes of content to cover can be incredibly daunting. At times, it seems impossible to find a balance between giving fundamental concepts the attention they require and building up the toolbox of reactions for students to use at a reasonable pace. Like many professors, I … Continue reading Surprises from Chapter 10
Free Energy Diagrams Help Free Students from Memorization
Most organic professors can agree that we want our students to understand concepts and big pictures rather than memorize a list of facts. When determining the outcome or major product of a reaction, I’ve found that using free energy diagrams is a great way to facilitate concept based understanding over memorization. But despite their long-term … Continue reading Free Energy Diagrams Help Free Students from Memorization