Squarecap Is a Game Changer in My Flipped Classroom

Years ago, I switched to teaching a flipped classroom and using a classroom response system (aka CRS or clickers). In this format, my students are assigned to read about a dozen pages from the textbook before coming to class. At the start of class, I assign a problem to solve that is based on the … Continue reading Squarecap Is a Game Changer in My Flipped Classroom

Cis-trans isomerism: A valuable litmus test for things to come

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

Proton Transfer Reactions and Thinking Like a Chemist

Teaching students how to think like a chemist is a challenging, but necessary feature of any organic chemistry course. A seemingly simple question such as, “How will these two compounds react when I mix them?” can stump even the best students. Since it is impossible to memorize every possible reaction combination, students must rely on … Continue reading Proton Transfer Reactions and Thinking Like a Chemist

What’s Good for the Goose is Good for the Gander: Elementary Steps for Radicals

We have written a handful of blog posts that call attention to the benefits of Chapter 7, which introduces students to the 10 common elementary steps involving closed-shell species. Because of Chapter 7, students are exposed to the complete set of the elementary steps that make up the mechanisms for all reactions encountered through Chapter … Continue reading What’s Good for the Goose is Good for the Gander: Elementary Steps for Radicals

Mechanisms and Synthesis Go Hand-in-Hand

In my recent post, Better at Mechanisms, Better at Synthesis, I highlighted research by Alison Flynn at the University of Ottawa, in which she showed that students have better success solving a synthesis problem when they draw reaction mechanisms. I recently had an opportunity to further probe this connection by analyzing my students’ success on … Continue reading Mechanisms and Synthesis Go Hand-in-Hand

Smartwork5: Immediate Formative Assessment Opportunities Help Students Work Smart

Here at Teach the Mechanism we are excited to introduce you to Dr. Christine Pruis, our full-time on-staff Chemistry Subject Matter Expert. In the following post, Dr. Pruis discusses her journey with authoring the Smartwork5 online homework and how this resource facilitates learning and understanding organic chemistry and mechanisms when paired with Joel’s text. Read … Continue reading Smartwork5: Immediate Formative Assessment Opportunities Help Students Work Smart

Bulls-eye: Tracking Reaction Usage Keeps Students on Target with Synthesis Problems

There are no two ways about it—solving synthesis problems is one of the more challenging tasks that students face in organic chemistry. One reason for the difficulty is the sheer number of reactions we deal with throughout the year, perhaps a few hundred in total. Invariably my students ask me if they need to know … Continue reading Bulls-eye: Tracking Reaction Usage Keeps Students on Target with Synthesis Problems

Winds of Change: Instructor Resources Make Switching to Karty a Breeze

I imagine any professor considering changing to a new textbook goes through the same dilemmas I did when I decided to switch. Even when we find a book that we know will benefit our students, we also know that there will be a time cost in making the transition. Faculty at schools of all sizes … Continue reading Winds of Change: Instructor Resources Make Switching to Karty a Breeze

Better at Mechanisms, Better at Synthesis

I have long maintained that a greater mastery of mechanisms aids students in solving synthesis problems. The idea makes sense: the better a student understands how a reaction takes place via the mechanism, the better he or she will be able to incorporate that reaction into a synthesis when a specific modification to a molecule … Continue reading Better at Mechanisms, Better at Synthesis

Memorization Not a Choice: Learning to Remember

I have always approached my organic sequence as a mechanism-driven course. Every reaction that we discussed in class started with a mechanism to show how it wasn’t really anything new, but an extension of the types of behaviors we had learned to describe and anticipate. I avoided texts that listed reaction after reaction as completely … Continue reading Memorization Not a Choice: Learning to Remember