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
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
Imagine a world where all of your organic students read their textbooks thoroughly, ask you questions, and come to office hours every week...the wildest of fantasy worlds, right? Well, I’m an optimist—what can I say? So when forced to create an all-online version of my mechanisms-focused organic chemistry course, I thought I would see how … Continue reading What If Every Student Went to Office Hours?
I am a big advocate of the Karty textbook and how it presents mechanisms to the audience. However, mechanisms are not every student’s favorite topic. While some chapters are quite easy to present, others prove to be more challenging for students. I have found that Chapter 7 (“An Overview of the Most Common Elementary Steps”), … Continue reading The Best Tactics for Learning the Elementary Steps of Organic Chemistry
As a teacher, I try to remember what organic chemistry was like for me as a student. I know that to be effective instructors, we need to be able to see topics through our students’ eyes. After five years in academia, my list of main organic chemistry takeaways has grown to the following five points: … Continue reading If I Could Turn Back Time
Here at Columbus State University (CSU), I am teaching 1 online section of 56 students this fall. I have found that the flipped classroom is immensely helpful for myself and my students. Although online teaching and flipping the classroom can have their own set of challenges, I have found a renewed spirit and vigor for … Continue reading Teaching Online: How to Beat the COVID Blues
Like many other faculty, I’ve found myself with two days to switch my organic chemistry II course to an online format. Luckily, I have taught online classes before, although not this particular one, so I was familiar with many of the tools. Here are a few thoughts that I’m keeping central to how I teach … Continue reading Teaching Mechanistically Online
I have been using Karty’s Organic Chemistry: Principles and Mechanisms textbook since the first edition was published in 2014, and it has made a dramatic improvement in my two-semester organic chemistry lecture. After teaching organic chemistry for two decades employing typical organic textbooks, which all organized topics by functional groups, Karty’s textbook was a breath … Continue reading A Mechanistic Organization
Every time I teach Section 3.9, which covers rotations about single and double bonds and cis/trans isomerism, I’m reminded of how valuable an exercise it is to have students determine whether a particular double bond can have cis/trans configurations possible. It may not immediately jump out at you as a valuable exercise, but consider this. … Continue reading Cis-trans isomerism: A valuable litmus test for things to come