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  Home > JCE Print > Journal of Chemical Education > Issues > 2008  > November  >
In the Classroom
Teaching Organic Synthesis: A Comparative Case Study Approach
David A. Vosburg
Department of Chemistry, Harvey Mudd College, Claremont, CA 91711
Cover
November 2008
Vol. 85 No. 11
p. 1519
Abstract
In this course, students encounter reactions and mechanisms in the context of landmark syntheses of biologically important molecules. Students closely examine pairs of syntheses of related or identical molecules to facilitate their appreciation for synthetic strategy. They then write short, creative papers that critically compare the two synthetic routes. Teams of students present the key aspects of each synthesis to their peers, encouraging discussion and responding to online peer-generated questions during the following class. The course culminates in oral and written proposals for novel syntheses of student-selected molecules. Group and individual presentations are central to the course, with the instructor serving as a facilitator, coach, and mentor. Assessment of the teaching model showed it to be an effective means for introducing students to the primary literature and suitable for advanced undergraduate or graduate students.

See JCE Featured Molecules.
Supplement
Syllabuses from fall 2006 and spring 2008; Peer evaluation forms
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Contents
  JCE2008p1519W.pdf
 
 
More Information
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Citation
Vosburg, David A. J. Chem. Educ. 2008, 85, 1519.
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Keywords
Collaborative / Cooperative Learning; Communication / Writing; Curriculum; Drugs / Pharmaceuticals; Graduate Education / Research; Mechanisms of Reactions; Medicinal Chemistry; Natural Products; Organic Chemistry; Student-Centered Learning; Synthesis; Upper-Division Undergraduate
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History
Created:
Last Updated:
9/19/2008
9/25/2008
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