Course-based research in an Organic II lab: Course structure, scientific results, and student assessment

08 Aug '16 by Kevin Shea

Author(s): 
Kevin M. Shea
Author Affiliation: 
Smith College
Abstract: 

This session will describe a semester-long course-based research experience in an Organic Chemistry II lab section at Smith College.  Students in the section used a literature protocol to isolate bioactive natural products neurolenin B and D.  These molecules are potential treatments for the neglected tropical disease lymphatic filariasis.  Students then used their Organic I knowledge to propose chemical transformations of the neurolenins to produce previously unknown analogs that might have enhanced bioactivity.  They found literature precedent for their reactions, presented their proposal to the class, and ran the proposed reactions in the lab.  The semester ended with a group poster session and written scientific paper to highlight student results.  Students' performances were assessed based on comparison to the six other traditional lab sections and demonstrated higher than average grades on exams and overall course grades.  Students also reported higher levels of content understanding and motivation, among other measures, using formal and informal survey instruments.  Complete assessment details from CURE survey questions comparing the experimental and traditional lab sections will be presented.

Data Comparing a Second-semester GOB Course Before and After Flipping

06 Aug '16 by Douglas Schirch

Author(s): 
Doug Schirch
Author Affiliation: 
Goshen College
Abstract: 

The second semester of a GOB course (organic and biochemistry content) that had been taught in the traditional format for nine semesters was ‘flipped’ for the last two semesters. Most students in the course are from demographic groups with low retention rates at the institution. With all lectures moved to videos that students watch before coming to class, class time was used to assess readiness for problemsolving and supervised group problem-solving work. Several principles from the book, “Make it Stick: The Science of Successful Learning,” were also incorporated into the class. The effectiveness of the course changes was evaluated by comparing scores on ACS final exams, numbers of students who received grades of WFD, and student survey responses. The student responses gave input on time spent outside of class, their preference for the flipped vs. the traditional format, the frequency of re-watching lecture videos, and whether they believed this course would help them do better in other courses. Observations from the first year of the flipped class were used to make additional changes in the second year. 

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