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  Home > JCE Print > Journal of Chemical Education > Issues > 2000  > November  >
In the Classroom
Cooperative Learning in Organic II. Increased Retention on a Commuter Campus
James P. Hagen
Department of Chemistry, University of Nebraska at Omaha, Omaha, NE 68182
Cover
November 2000
Vol. 77 No. 11
p. 1441
Abstract
Modest use of cooperative learning techniques combined with extensive class notes produced a significant increase in retention for the second semester of organic chemistry on a commuter campus. The cooperative learning techniques included group testing, think-write-compare problems, and muddiest point essays. The first group take-home quiz must be carefully constructed and persuasively introduced to the class. An example is given. The increase in retention did not decrease class performance on standardized ACS exams, which was above the norms. Anecdotal student response to these techniques was largely positive. Student evaluation of instructor teaching improved modestly.
Supplement
Supplemental material for this article is available, including a syllabus, a rationale for group work, a minutes form, instructions for peer evaluation, a guide to study groups.
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*  Citation
 Hagen, James P. J. Chem. Educ. 2000 77 1441.
*  Keywords
 Collaborative / Cooperative Learning; Curriculum; Organic Chemistry; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 October 6, 2000
August 31, 2005
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