Book and Media Review pubs.acs.org/jchemeduc
Review of Advances in Teaching Organic Chemistry Cheryl M. Mascarenhas* Department of Chemistry, Benedictine University, Lisle, Illinois 60532, United States (cookbook, traditional), discovery-based, guided-inquiry-based labs, open-inquiry labs, and problem-based experiments and is a perfect chapter for instructors looking for new experiments. Chapter 2, by Andrew P. Dicks at the University of Toronto, describes a program that has focused on green chemistry and led to 14 peer-reviewed publications and a formal research program at their institution. In Chapter 3, Mindy Levine and Patrick Marks from the University of Rhode Island describe low-budget syntheses of several fluorophores (in particular, a squaraine dye). Dyes were studied for their photophysical properties and used to fabricate thin films and nanoparticles. Chapter 4 describes an adaptation of the second-semester organic lab sequence at Duke University wherein the number of wet experiments was halved and replaced by dry lab assignments that focused on writing lab reports and scientific papers (abstracts, introductions, results and discussion sections). These authors argue that this cost-cutting measure does not detract from the overall pedagogical experience of their lab program. Chapters 5−11 cover curricular innovations in the undergraduate organic lecture curriculum. In Chapter 5, Neil Schore at the University of CaliforniaDavis describes the “WHIP” approach to problem-solving highlighted in his textbook and discusses engaging large lecture audiences and overcoming the “baggage” associated with undergraduate-level organic chemistry. In Chapter 6, faculty at Metropolitan State University of Denver discuss their “neural scaffolding” SI Student Peer supplemental study program designed to support learning activities and improve retention in their large minority and nontraditional student body. In Chapter 7, Scott T. Handy at Middle Tennessee State University notes the poor performance of students on exams related to carbonyl chemistry and, postulating that this was an example of “semester fatigue”, moved the topic of carbonyl chemistry to the beginning of the second semester; some improvement in student performance on exams related to carbonyl chemistry was noted. In Chapter 8, faculty from the University of Northern Colorado tracked the performance of 486 students over a five-year period and determined that there is a correlation between student grades one month into the semester and the final course grade. Chapter 9, by Kevin M. Bucholtz at Mercer University, discusses incorporating historic examples into the organic chemistry curriculum. In Chapter 10, David P. Cartrette and Matthew L. Miller, from South Dakota State University, describe the reorganization of their general and organic chemistry sequence, moving topics traditionally taught in general chemistry (thermodynamics and kinetics) to the organic chemistry curriculum. In Chapter 11, faculty members at Augustana College describe the restructuring of their
Advances in Teaching Organic Chemistry, edited by Jetty L. Duffy-Matzner and Kimberly A. O. Pacheco. American Chemical Society: Washington, DC, 2012. 256 pp. ISBN 9780841227415 (hardcover). $167.00 Advances in Teaching Organic Chemistry is part of the ACS Symposium Series and is a must-read for undergraduate-level organic chemistry educators. The book is the outcome of a Division of Chemical Education symposium held at the 242nd National ACS meeting in Denver, Colorado in the fall of 2011. The book is organized into 14 chapters and subdivided into three themes: organic lab curriculum development, organic lecture curriculum advancements, and technological advances in the classroom.
Reprinted with permission from Advances in Teaching Organic Chemistry, Duffy-Matzner, J. L. and Pacheco, K. A. O., Eds.; ACS Symposium Series 1108; American Chemical Society: Washington, DC, 2012. Copyright 2012 American Chemical Society.
What is most impressive is the breadth and depth of topics covered and the concrete examples of how new ideas have been implemented in the classroom. Comprehensive references to the primary organic and chemical education literature point readers to additional resources. Because each chapter stands alone and is written by faculty members at a particular institution, it is not necessary to read the book in chapter order. An abstract describes the contents of each chapter, which allows one to select which chapters to read. A diversity of institutions is represented: chapters are written by faculty from Research 1 institutions, private liberal arts colleges, state universities, international universities, a technology-focused new campus, and a commuter campus with a large minority population. Authors include a brief description of their chemistry program thereby allowing readers to identify programs similar to those at their own institutions. Chapters 1−4 focus on lab development. Chapter 1, by Norma Dunlap and Leah J. Martin at Middle Tennessee State University, consists of a comprehensive overview of expository © 2014 American Chemical Society and Division of Chemical Education, Inc.
Published: February 21, 2014 468
dx.doi.org/10.1021/ed400890g | J. Chem. Educ. 2014, 91, 468−469
Journal of Chemical Education
Book and Media Review
Organic II lecture and lab courses to include a significant biochemistry component. Chapters 12−14 are dedicated to technological advances in the classroom. In Chapter 12, faculty at Georgia Gwinnett College discuss flipping classrooms, mini-podcasts, apps (TsoiChem) and flashcards, lab videos, and online homework and wiki and Facebook groups. In Chapter 13, faculty at Heriot-Watt University in Edinburgh, Scotland, describe the development of short videos that complement their lecture and lab courses. In Chapter 14, the history of audio and video podcasting is summarized. In summary, this book is a valuable resource for faculty teaching undergraduate-level organic chemistry. The breadth and depth of topics and the variety of institutions covered ensures that a wide audience will find resources to draw from. My one criticism is the short and slightly dated discussion on recent technological advances; however, this can be explained by the fact that this book stems from a 2011 symposium.
■
AUTHOR INFORMATION
Corresponding Author
*E-mail:
[email protected]. Notes
The authors declare no competing financial interest.
469
dx.doi.org/10.1021/ed400890g | J. Chem. Educ. 2014, 91, 468−469
