P427: Elements™of Science Education: Joint PerkinElmer and University of Illinois – Springfield pilot on collaborative chemistry science

Author: Nicolas Encina, PerkinElmer, USA

Co-Author: Nicolas Encina, PerkinElmer, Hans C Keil, PerkinElmer and Layne A. Morsch, The University of Illinois - Springfield, USA

Date: 8/5/14

Time: 9:55 AM10:15 AM

Room: LTT 102

Related Symposium: S17

In partnership with The University of Illinois – Springfield, PerkinElmer is conducting a pilot across several undergraduate chemistry classes testing the use of Elements & trade, a modular and cloud-based scientific collaboration platform. The pilot aims to (1) enhance the interaction between instructor and students via sharing of experiments, (2) streamline the dissemination of experimental details, questions, and requirements in place of handouts and notebooks, (3) improve data access and management by storing spectra, pictures, text, structures, and videos in a single, global place, and (4) avoid issues of students not turning in their work by providing the instructor an easy-to-use way of monitoring student engagement. Working closely with professors and students, PerkinElmer will adapt Elements & trade into the future of classroom scientific collaborative learning.

P291: Flipped teaching in organic chemistry

Author: Layne A. Morsch, University of Illinois Springfield, USA

Co-Author: Chris Luker, Kent State University, USA

Date: 8/4/14

Time: 2:45 PM3:05 PM

Room: LTT 101

Related Symposium: S21

Beginning in spring 2014, I have taught organic chemistry using a “flipped” teaching design. All lectures were recorded in advance and posted online for students to watch. The entire class time was then used to answer student questions about the posted material and textbook material, as well as to work out a large number of sample problems. I will discuss how I incorporate the videos into the course and student viewing habits of the lecture videos. This class was unique in that the first semester of the course was taught in a more traditional lecture style, while the second semester was taught with the flipped design. A survey was administered to ascertain student attitudes toward flipped vs. traditional format courses in organic chemistry. Exam grades from the second semester were compared to those from the first semester for this class. Grades were also compared to previous years when both were traditional lecture format courses to determine if there are any trends in achievement.

P113: ChemDraw for iPad as a tool for classroom engagement

Author: Layne A. Morsch, University of Illinois Springfield, USA

Co-Author: Hans Keil, PerkinElmer, USA

Date: 8/3/14

Time: 3:05 PM3:25 PM

Room: LTT 102

Related Symposium: S17

Over the past year, I have been integrating ChemDraw for iPad into my undergraduate organic chemistry lectures. We are able to work problems together in class while sharing the results with the embedded Flick-to-Share feature. Classroom participation and engagement with the material has increased compared to previous classes. I will show several types of in-class activities and explain how I incorporate ChemDraw for iPad into my teaching. Successes and difficulties in integrating ChemDraw for iPad into the course will be discussed as well as how some difficulties have been addressed.