Tag: Biology

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

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From Cover to Cover

As of a couple hours ago, I have not only completed my first full year as a lecturer at Northern Arizona University, but I have also completed my first full cycle of Karty’s text; from Fall 2015 to Spring 2016, from Organic Chemistry I to Organic Chemistry II, from front-cover to back-cover of Organic Chemistry:

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Are Mechanisms Just for Chemistry Majors?

Like many chemists, I am not much help to the biology, biomedical, and medical students that come to my office with queries ranging from anatomy to physiology. Though a prerequisite for my degree, biology was never a true passion of mine. Likewise, many biology majors despise chemistry. In fact, a number of the biology majors

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Starting the Semester with My Biology Students in Mind

Like so many other organic courses, at my school approximately two-thirds of organic students are biology majors. Of these, most have some sort of pre-health professional aspiration. Because of this audience alongside my chemistry and biochemistry majors, I come to my organic classroom (as I know many of you do!) with two sets of course

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Biomolecules Hidden in Plain Sight

When I consider adopting a new textbook for a course, I have one main concern: my audience. I teach a wide variety of students; the chemistry major who began doing research his freshman year on his path toward graduate school, the psychology major who is concerned about his GPA and preparation for the MCAT, the

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Reasoning By Analogy

For twelve years I’ve taught organic chemistry to a mixture of chemistry and biology students. I always begin Organic I by asking my students this same question: Why are you taking this class? Some students respond that the curriculum plan for their major or career requires the organic chemistry course sequence. For other students, organic

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The Three M’s: Motivating, Modernizing, and MCAT

At most colleges and universities, students enrolled in organic chemistry come from a variety of majors and pre-professional programs. At St. Kate’s, the organic sections are a 20/20/40 split of chemistry, food & nutrition science, and biology majors. Twenty percent of our students are enrolled in organic in order to fulfill prerequisites for a variety

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How Should Biochemical Topics Be Treated in an Organic Textbook?

In most organic chemistry courses, the majority of students are biology majors and/or have their sights set on a career in medicine or other health-related field. My own course is no different. Therefore, like many organic instructors, I believe that students ought to see the relevance of organic chemistry to biology and medicine. Why is

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