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  Home > JCE Print > Journal of Chemical Education > Issues > 2006  > June  >
In the Classroom
Two-Cycle Organic Chemistry and the Student-Designed Research Lab
Dennis J. Gravert
Department of Chemistry, Saint Mary's University of Minnesota, Winona, MN 55987
Cover
June 2006
Vol. 83 No. 6
p. 898
Abstract
Teaching the two-semester, lecture and laboratory course in organic chemistry using the "two-cycle" strategy led to several advantages over a traditionally organized course. During the first semester, students skimmed through the textbook to learn a selected group of key concepts and reactions. In effect, this transformed the first semester into a survey course without increasing faculty teaching loads. During the second semester, students started again from the beginning and read through the textbook to learn course material omitted previously. This second pass through the textbook provided opportunities for review and further understanding. Additionally, the coverage of a wider range of topics during the first semester resulted in better preparation for students in the second-semester laboratory program wherein they designed and carried out synthetic research projects. Statistical analysis of scores from a standardized ACS Organic Chemistry Exam demonstrated a significant increase in student performance following the implementation of the two-cycle strategy.
More Information
*  Citation
 Gravert, Dennis J. J. Chem. Educ. 2006 83 898.
*  Keywords
 Curriculum; Organic Chemistry; Second-Year Undergraduate; Student-Centered Learning; Synthesis; Textbooks / Reference Books; Undergraduate Research
*  History
 Created:
Last Updated:		 4/24/2006
4/25/2006
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