Learning organic chemistry can be difficult for students for a number of reasons, in particular because it requires a different approach to learning the material than previous chemistry courses students have taken. As such, instructors often must use different approaches to teach organic chemistry such that students can be successful in their learning of the discipline. This symposium invites speakers with interests in the thoughtful use of assessment strategies, both formative and summative, as they are used in organic chemistry courses and their associated laboratories. Empirical studies related to evaluating metacognition, alternative evaluation strategies, learning outcomes, concept inventory use, and other novel, innovative approaches are welcome.
Presider: David Cartrette, South Dakota State University
Related Papers Introduction (9:30 am to 9:35 am)
P723: Evaluation of a diagnostic assessment for incoming organic chemistry students (9:35 am to 9:55 am)
P724: Identifying factors for student success in organic chemistry (9:55 am to 10:15 am)
P725: Learning Catalytics: A non-clicker based approach to immediate student feedback in the organic lecture setting (10:15 am to 10:35 am) WITHDRAWN
P726: Changing the stakes: In-class quizzes versus optional homework as checkpoint assessments (10:35 am to 10:55 am)
Break (10:55 am to 11:10 am)
P727: Development of a stereochemistry concept inventory (11:10 am to 11:30 am)
P728: Assessment of student understanding in the undergraduate organic chemistry teaching laboratory (11:30 am to 11:50 am)
