As part of an outreach program, we integrated chemistry apps with blogging to enhance the learning experience of students in and outside the classroom. Our outreach program involved college mentors who participated in the development and implementation of chemistry lessons alongside the classroom teacher. Three technology-rich modules that focused…

A combination of regular classroom teaching with the use of resources available on the Moodle platform has been designed to foster the development of skills for learning to learn for students in an undergraduate general chemistry course. The use of the Moodle platform essentially aimed at strengthening the students' prior knowledge of…

Interactive teaching with larger groups of students can be a challenge, but the use of mobile electronic devices by students (smartphones, tablets, laptops) can be used to improve classroom interaction. We have examined several types of tasks that can be electronically enacted in classes and practical courses using these devices: multiple choice…

The authors have developed "sequence response applications" for classroom response systems (CRSs) that allow instructors to engage and actively involve students in the learning process, probe for common misconceptions regarding lecture material, and increase interaction between instructors and students. "Guided inquiry" and…

Inverted teaching, not to be confused with hybrid learning, is a relatively new pedagogy in which lecture is shifted outside of class and traditional homework is done in class. Though some inverted teaching (IT) designs have been published in different fields, peer-reviewed reports in university chemistry remain quite rare. To that end, herein is…

This article describes the development and implementation of an open-access organic chemistry question bank for online tutorials and assessments at University College Cork and Dublin Institute of Technology. SOCOT (structure-based organic chemistry online tutorials) may be used to supplement traditional small-group tutorials, thereby allowing…

Fundamental to a student's understanding of organic chemistry is the ability to interpret and use its language, including molecules' names and other key terms. A learning gap exists in that students often struggle with organic nomenclature. Although many resources describe the rules for naming molecules, there is a paucity of resources…

For many years, the U.S. has underutilized its human resources, as evidenced by the pervasive underrepresentation of several racial and ethnic groups within academia in general and the science, technology, engineering, and mathematics (STEM) disciplines, in particular. To address this underutilization, academic departments within U.S. universities…

Providing chemistry graduate students with opportunities to learn about evidence-based teaching and to practice teaching skills in a mentored environment is crucial to their professional development. Herein is described the model for a graduate-level teaching practicum course specifically focused on the chemistry discipline. This course addressed…

The Cottrell Scholars Collaborative New Faculty Workshop (CSC NFW) is a professional development program that was initiated in 2012 to address absences in the preparation of chemistry faculty at research universities as funded researchers and educators (i.e., teacher-scholars). The primary focus of the workshop is an introduction to evidence-based…

Development of an effective strategy for promoting science education and professional development of K-12 science educators is a national priority to strengthen the quality of science, technology, engineering, and mathematics (STEM) education. This article reports the outcomes of a Geoscience Professional Development Program (GPDP) workshop…

Motivating students in analytical chemistry can be challenging, in part because of the complexity and breadth of topics involved. Some methods that help encourage students and convey real-world relevancy of the material include incorporating environmental issues, research-based lab experiments, and service learning projects. In this paper, we…

Site-specific dance performance involves the presentation of choreography in connection with a site. The context of the site combined with a viewer's personal history, beliefs, and identity impact the reading and appreciation of the performance. Although both stage and site dance performance valuing elicit multiple interpretations of artistic…

A multiweek organic chemistry laboratory project is described that emphasizes sustainable practices in experimental design. An emphasis on student-driven development of the project is meant to mirror the independent nature of research. Students propose environmentally friendly modifications of several reactions. With instructor feedback, students…

Two graphic holistic metrics for assessing the greenness of synthesis, the "green star" and the "green circle", have been presented previously. These metrics assess the greenness by the degree of accomplishment of each of the 12 principles of green chemistry that apply to the case under evaluation. The criteria for assessment…