Participatory Learning in Organic Chemistry Perhaps the most important goal in the teaching of undergraduate organic chemistr)i is t o develop in students their learning skills rather than to cram as many facts as possible into the time available. In order to realize this goal we spend almost all our class time dealing with assigned problems and student questions. Lecturing is kept to s minimum. In our classes (which have raneed in size from 12 to 40 students) a student acts as discussion leader while the entire clas%p a r t ~ c ~ p a tm e isnsncrme :> pnrticulnr prnhlrm nr quesriinnrim% rhv srudcnts perform v t n wdl on nmrrinl irnm rhaprer> thar ha\c n.,t been rort red m rlai. I . r ~ a ~tshet s ~ a t u d r n t h.me i hewme l~teratcin the fwld. Thi> nppnrarh ic apphra1,lc to mmr courses Rmh students and instructom a r t relicwd lo he out ntrhr c m n ~ n A w r . "on-productive race to "cover all the topics in the syllabus." ~~~
~~
~~~
~
Stanley Bernstein Antioch College Yellow Springs, Ohio 45387
Volume 50, Number 12. December 1973 / 849
