Welcome to Fall semester! We’re happy to be back so to kick off the new season we are sharing this insightful post from Professor Todd Eckroat of Penn State Erie- The Behrend College.

When I was first approached about contributing to this blog, I was hesitant. I’m only 32 years old and have only been a full-time faculty member for 3 years. Surely, I don’t have as much to offer as colleagues that have been doing this for many years and been through many textbooks by varying authors, … Continue reading Welcome to Fall semester! We’re happy to be back so to kick off the new season we are sharing this insightful post from Professor Todd Eckroat of Penn State Erie- The Behrend College.

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

MO Theory? NO Problem

Students at Western Washington University are first introduced to the concept of molecular orbital theory in Organic Chemistry I. It is briefly mentioned in the general chemistry textbook, but it is excluded from covered content in first year classes. First year chemistry students are introduced to the concept of atomic orbital hybridization, but with surface … Continue reading MO Theory? NO Problem

The Mechanism Did It!

I finally finished the book last night. In the two years since we adopted Karty, I have taught the first-semester course three times. However, due to the oddities of academic scheduling, this spring was my first time teaching our second-semester course with the text. So, metaphorically speaking, I finally got my chance to find out … Continue reading The Mechanism Did It!

Spectroscopy: Seeing (and Using) the Big Picture

Like many other instructors, I do the majority of spectroscopy instruction in my laboratory. It seems natural to integrate spectroscopy problems into lab exercises, and to use the molecules we make as the platform for understanding how to analyze them. Most organic texts I have seen introduce spectroscopy towards the end of the first semester … Continue reading Spectroscopy: Seeing (and Using) the Big Picture

Favorite First-Semester Chapter: Chapter 9

My favorite chapter to teach in first-semester organic chemistry has to be Chapter 9 (“Nucleophilic Substitution and Elimination Reactions 1”) from Karty's text. The introductions of S­N2/E2 and SN1/E1 reactions begin in Chapters 7 and 8, respectively, but Chapter 9 puts these reactions to the test and suggests to the students that reactions do not … Continue reading Favorite First-Semester Chapter: Chapter 9

My Most Productive Start of the Semester Ever

The first time I taught out of Joel’s text, I had no idea where I was going to put the semester break. I enjoyed how well each chapter flowed into the next, but that left me wondering where to put a five-week break. I was used to a traditional ordering of subject which resulted in … Continue reading My Most Productive Start of the Semester Ever