Chemical Education Today
Letters The Power of Study Groups in the Classroom The article “Incorporation of a Cooperative Learning Technique in Organic Chemistry” (1) compels me to share my recent experiences. Study groups have been a part of my instructional strategy for many years in organic chemistry. The basic parameters I have used include size (at least four students but not more than six), gender (a mix since men and women need to be in conversation), and integration (international students have much to share with us). For the past four years I have deliberately grouped weaker students with more talented ones. During that time period retention rates from first to second semester were 94% on the average, as compared with 83% during 1994–1997. As teachers of organic chemistry well know, it is one of the most challeng-
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ing courses in the undergraduate curriculum. Cooperative learning benefits all; the weaker student is not abandoned and the stronger student learns by teaching. The method requires dedication on everyone’s part, including the instructor’s. Literature Cited 1. Carpenter, S. R.; McMillan, T. J. Chem. Educ. 2003, 80, 330– 332. Daryl L. Ostercamp Department of Chemistry Concordia College Moorhead, MN 56560
[email protected] Vol. 81 No. 2 February 2004
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Journal of Chemical Education
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