Jeffrey R. Raker

Designing undergraduate-level organic chemistry instructional problems: Seven ideas from a problem-solving study of practicing synthetic organic chemists

The development of curricular problems based on the practice of synthetic organic chemistry has not been explored in the literature. Such problems have broadly been hypothesized to promote student persistence and interest in STEM fields. This study reports seven ideas about how practice-based problems can be developed for sophomore-level organic chemistry courses; these ideas are the result of an investigation of the problem-solving experiences of eight practicing synthetic organic chemists.

Benchmarking problems used in second year level organic chemistry instruction

Investigations of the problem types used in college-level general chemistry examinations have been reported in this Journal and were first reported in the Journal of Chemical Education in 1924. This study extends the findings from general chemistry to the problems of four college-level organic chemistry courses. Three problem typologies were used as lenses for evaluating the instructional problems. Results of this study include frequency of problem types and comparisons drawn between results in organic chemistry and those in general chemistry. Most notably, a higher percentage of conceptual problems were found in organic chemistry than reported for general chemistry. Implications for use of problem typologies in benchmarking curricular materials are discussed.

A Research Module for the Organic Chemistry Laboratory:Multistep Synthesis of a Fluorous Dye Molecule

A multi-session research-like module has been developed for use in the undergraduate organic teaching laboratory curriculum. Students are tasked with planning and executing the synthesis of a novel fluorous dye molecule and using it to explore a fluorous affinity chromatography separation technique, which is the first implementation of this technique in a teaching laboratory. Key elements of the project include gradually introducing students to the use of the chemical literature to facilitate their searching, as well as deliberate constraints designed to force them to think critically about reaction design and optimization in organic chemistry. The project also introduces students to some advanced laboratory practices such as Schlenk techniques, degassing of reaction mixtures, affinity chromatography, and microwave-assisted chemistry. This provides students a teaching laboratory experience that closely mirrors authentic synthetic organic chemistry practice in laboratories throughout the world.

Problem Types in Synthetic Organic Chemistry Research: Implications for the Development of Curricular Problems for Second-Year Level Organic Chemistry Instruction.

Understanding of the nature of science is key to the development of new curricular materials that mirror the practice of science. Three problem types (project level, synthetic planning, and day-to-day) in synthetic organic chemistry emerged during a thematic content analysis of the research experiences of eight practising synthetic organic chemists. Project-level problems include the overarching purpose of synthesizing target molecules. Synthetic planning problems include both the retrosynthetic analysis of target molecules and subsequent development of synthetic pathway proposals. Day-to-day problems include the ‘hurdles’ faced in research laboratories while attempting to realize proposed synthetic pathways. Recommendations are made as to how understanding of the three problem types impact undergraduate-level organic chemistry instruction.

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

The authors describe how a faculty learning community was leveraged to implement active-learning strategies and improve student learning in a large-enrollment introductory course.

Testing a reciprocal causation model between anxiety, enjoyment and academic performance in postsecondary organic chemistry

Abstract Affective factors such as the achievement emotions are considered critical for students’ academic performance in STEM degree programmes and careers. In this study, a reciprocal causation model was tested between two affective factors: enjoyment and anxiety, and organic chemistry course performance. Each variable was measured three times in four sections of a first semester organic chemistry course. This study investigates a reciprocal causation relationship between anxiety, enjoyment and achievement as measured by exam performance compared to unidirectional structures of performance and affect relationships. Results show that the reciprocal causation model with an exam snowballing effect best fits data among the alternative models. There is a small and significant negative relationship between anxiety and performance contrasted with a positive relationship between enjoyment and performance throughout the semester. The evidence of the reciprocal relationship between anxiety, enjoyment and achievement indicates that instructors of organic chemistry can work to eliminate factors associated with low performance. Gathering information regarding anxiety and enjoyment along with performance can inform educators about the emotional state of their classrooms. Future research should consider achievement emotions in light of educational reforms to ensure that innovative curricula or pedagogies are functioning in the classroom as intended.

Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students’ motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip–PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip–PLTL environment were significantly more motivated toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for a sex main effect or an interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement; Amotivation was negatively correlated with academic achievement. The findings in this study showed the importance of Flip–PLTL pedagogies in improving student motivation toward chemistry.

Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members

The aim of this study is to offer a current snapshot of flipped classroom use in postsecondary chemistry education. Data from a national survey of chemistry faculty members in the United States formed the basis of an investigation into the instructional contexts in which flipped classroom pedagogies are employed in postsecondary chemistry education. Our results reveal an association between flipped classroom use and the level at which a course is taught; in addition, our results provide support for the utility of flipped classrooms as a means for incorporation of pedagogical practices focused on active and collaborative learning.