In Learning You Will Teach

This is my 2nd year using the Karty text for Organic Chemistry Lecture (CHEM 3111). Based on my experiences as a student and as an instructor, organic chemistry has been typically taught in a traditional format of a chalk talk and PowerPoint combination. However, after speaking with those instructors, such as Joel Karty and fellow … Continue reading In Learning You Will Teach

Too Little? Too Much? Chapter 7 is just Right!

Chapter 7 in Karty’s book struck me as very unique when I first reviewed it. Initially, I considered it to be just an overview chapter that I could breeze through without much thought. After further review, I thought perhaps it covered too much material and would cause students to be confused rather than deepen their … Continue reading Too Little? Too Much? Chapter 7 is just Right!

Organically Gaining Synthetic Expertise

I started teaching Karty’s textbook in my first full-time teaching position, and I am not looking back. At the end of each semester as I review my course plan and think about what worked that semester and what didn’t, I always notice new ways in which this textbook design is smart, student-centered, and ultimately makes … Continue reading Organically Gaining Synthetic Expertise

A New Semester, A fresh Foundation

As a new fall semester dawns, my mind turns inevitably to the fresh crop of students that will soon be struggling with Lewis structures containing many more atoms than they are accustomed to. Teaching at a community college brings some advantages, like having organic students that you have taught through both semesters of the general … Continue reading A New Semester, A fresh Foundation

An Enlightening Experience

Three years ago, as a first-time teacher, I took over for the previous organic chemistry professor at our university, including the textbook he was using. It was one of the most popular books organized by functional groups. After surviving through my first-year teaching, I sensed that it was confusing mechanistically. Seeing how the reaction worked … Continue reading An Enlightening Experience

Steal This Idea

Interest boxes are my favorite part of textbooks. Admittedly, I have been only studying and teaching chemistry for about 20 years but every chemistry textbook that I have ever used always had the fun breakout boxes that told a fun and interesting chemistry story related to that chapter’s material. At first glance, they might not … Continue reading Steal This Idea

Students are Doin’ it for Themselves

As several contributors to this blog have pointed out, Joel Karty’s text introduces biochemistry topics early in the course through supplementary sections at the end of most chapters titled, “The Organic Chemistry of Biomolecules.” Many instructors have lauded this early inclusion of biomolecular topics as a motivator for biology majors and pre-professional students; one that … Continue reading Students are Doin’ it for Themselves

A Racemization Revelation

In my experience, when students are writing a reaction mechanism, the most common error is to form a strong base under acidic conditions or vice versa.  I stress the importance of paying attention to reaction conditions in lecture, but the “function group” based textbook previously used at Western Washington University did not contain a section … Continue reading A Racemization Revelation

Seeing the Big Picture

As the semester comes to a close, I have been reflecting on my lectures and experiences with a mechanistically organized course. The Karty text has presented many different types of reactions; from all of the reactions, I want the students to be aware of the central theme in ALL organic mechanisms. In every step, there … Continue reading Seeing the Big Picture

Time Well Spent

Teaching a mechanistically organized course has many benefits. For example, I am able to spend less class time on nomenclature. This semester, I assigned nomenclature “chapters” 1-3 for the students to read outside of class, arranging them among chapters 1–10 of the text. This meant that I spent only 25% of lecture time explaining nomenclature. … Continue reading Time Well Spent