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Medicinal Chemistry Assignment Requiring Undergraduate Pharmacy Students To Utilize Free web-based Resources

JOURNAL OF CHEMICAL EDUCATION 2023年第11期100卷 4327-4334页

作者： Alsfouk, Aisha Princess Nourah bint Abdulrahman Univ Coll Pharm Dept Pharmaceut Sci Riyadh 11671 Saudi Arabia

Fourth- and fifth-year pharmacy students attending integrated pharmacotherapy courses at Princess Nourah bint Abdulrahman University completed a medicinal chemistry assignment using computer-based technology. This written assignment encompassed multiple components requiring the use of free online resources to study and illustrate several stages of the drug development process. The allocated content included ligand-receptor interactions, pharmacokinetics, toxicity of drug candidates, and discussion of identification and synthesis of the drug molecules. This paper describes the design of the assignment and reveals the results of the assessment by 63 students. Most students reported that the assignment improved their computer competencies and their peer and team learning skills.

关键词： Upper-Division Undergraduate Interdisciplinary/Multidisciplinary internet/web-based learning Problem Solving/DecisionMaking Testing/Assessment Computational Chemistry Drugs/Pharmaceuticals Medicinal Chemistry

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Escaping the Environmental Crises: Online Escape Rooms for Evaluating Student Data Analysis Skills

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JOURNAL OF CHEMICAL EDUCATION 2023年第11期100卷 4530-4535页

作者： Cash, Angelica R. Penick, Julia R. Todd, Celia F. So, Monica C. Calif State Univ Chico Chico CA 95929 USA Univ Calif Santa Cruz Santa Cruz CA 95064 USA

Summative lab assessments probe student mastery over concepts, but conventional ones often result in decreased student engagement and confidence. If conventional summative lab assessments are replaced by accessible gamified evaluations, such as online escape rooms, this leads to improved student engagement and confidence. In this work, we adapted two sustainability themed online escape room activities to increase student engagement and confidence in data analyses in Integrated Chemistry I (CHEM 381) over three semesters at CSU, Chico. Over 89.7% of students earned full credit. Further, 80.0% of the written comments included positive feedback. After the online escape room assessments, 60.0% of the students rated their confidence as "high" or "very high" in all categories assessed, compared to 25.6% before the experience. Students found that the online escape room assessments were more engaging than the traditional assessment and increased their confidence as they worked toward solving two sustainability crises and competed for the quickest time to complete the escape rooms.

关键词： Undergraduate/General Distance learning/Self Instruction internet/web-based learning Laboratory Instruction Collaborative/Cooperative learning Humor/Puzzles/Games

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Comparing the Performance of College Chemistry Students with ChatGPT for Calculations Involving Acids and Bases

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JOURNAL OF CHEMICAL EDUCATION 2023年第10期100卷 3934-3944页

作者： Clark, Ted M. Anderson, Ellie Dickson-Karn, Nicole M. Soltanirad, Comelia Tafini, Nicolas Ohio State Univ Dept Chem & Biochem Columbus OH 43210 USA

Student performance on open-response calculations involving acid and base solutions before and after instruction in general chemistry and analytical chemistry courses was compared with the output from the artificial intelligence chatbot ChatGPT. Applying a theoretical model of expertise for problem solving that includes problem conceptualization, problem strategy, and solution, it is found that students errors following instruction primarily involved problem conceptualization and the misapplication of heuristics like the Henderson-Hasselbalch equation When the same problems were used as input to ChatGPT the responses were comparable to worked examples found in general chemistry textbooks in terms of length and detail and usually displayed strong problem conceptualization. Response accuracy of the chatbot varied greatly for different topics, being best for calculations of pH for a strong acid or strong base and much lower for more complex problems involving titrations or aqueous salts. Chatbot and student errors differed in that the chatbot did not misapply heuristics but did make mathematical errors uncommon for students. The variability in the correctness of ChatGPT's responses and the nature of its errors vis-a`-vis students will influence its potential use as an instructional resource for calculations involving acids and bases.

关键词： General Public High-School/Introductory Chemistry First-Year Undergraduate/General Second-year Undergraduate internet/web-based learning Misconceptions Problem-Solving/Decision Making Testing/Assessment Acids/Bases pH

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Improving Students' Awareness and Ability of Academic Integrity in a Flipped Chromatographic Analysis Course

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JOURNAL OF CHEMICAL EDUCATION 2023年第1期101卷 69-76页

作者： Du, Bin Guo, Jialing Zhengzhou Univ Sch Pharmaceut Sci Zhengzhou 450001 Peoples R China

Academic misconduct is a serious issue among college students, and integrating academic ethics into major courses is expected to help prevent, dissuade, and respond to this issue. With the widespread adoption of flipped classrooms in higher education, it is necessary to explore effective ways to integrate academic ethics into flipped major courses. This study applied an innovative approach to integrate academic ethics into a flipped chromatographic analysis course and investigated the instructional effectiveness of this approach based on students' ethical awareness and ability and course satisfaction. A quasi-experimental study with a nonequivalent pre/post-test control group design was conducted on a sample of 203 students (102 in the experimental group and 101 in the control group). Data were collected by means of online questionnaires and analyzed with descriptive and inferential statistics. Five topics in academic ethics were integrated into the teaching of the experimental group. The results showed that the experimental and control groups were homogeneous before the intervention. At the end of the course teaching, students in the experimental group were found to have stronger awareness and ability for academic integrity, but their course satisfaction did not differ from that of the control group. These findings suggest that academic ethics can be integrated into a flipped major course to effectively improve students' awareness and ability of academic integrity without compromising students' overall satisfaction with the course. Improving students' satisfaction with a flipped course requires considering both course and student characteristics as the latter may have a greater impact than the former.

关键词： Second-Year Undergraduate Analytical Chemistry internet/web-based learning Collaborative/Cooperativelearning Chromatography

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Comparing Student and Generative Artificial Intelligence Chatbot Responses to Organic Chemistry Writing-to-Learn Assignments

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JOURNAL OF CHEMICAL EDUCATION 2023年第10期100卷 3806-3817页

作者： Watts, Field M. Dood, Amber J. Shultz, Ginger V. Rodriguez, Jon-Marc G. Univ Michigan Dept Chem Ann Arbor MI 48109 USA Univ Wisconsin Dept Chem & Biochem Milwaukee WI 53211 USA

Chemistry education research demonstrates the value of open-ended writing tasks, such as writing-to-learn (WTL) assignments, for supporting students' learning with topics including reasoning about reaction mechanisms. The emergence of generative artificial intelligence (AI) technology, such as chatbots ChatGPT and Bard, raises concerns regarding the value of open-ended writing tasks in the classroom;one concern involves academic integrity and whether students will use these chatbots to produce sufficient responses to open-ended writing tasks. The present study investigates the degree to which generative AI chatbots exhibit mechanistic reasoning in response to organic chemistry WTL assignments. We produced responses from three generative AI chatbots (ChatGPT-3.5, ChatGPT-4, and Bard) to two WTL assignments developed to elicit students' mechanistic reasoning. Using previously reported machine learning models for analyzing student writing in response to the WTL assignments, we analyzed the chatbot responses for the inclusion of features pertinent to mechanistic reasoning. Herein, we report quantitative analyses of (1) the differences between chatbot responses on the two assignments and (2) the differences between chatbot and authentic student responses. Findings indicate that chatbots respond differently to different WTL assignments. Additionally, the chatbots rarely incorporated the discussion of electron movement, a key feature of mechanistic reasoning. Furthermore, the chatbots, in general, do not engage in mechanistic reasoning at the same level as students. We contextualize the results by considering academic integrity with the assumption that students' intentions are to engage in academically honest behavior, and we focus on understanding the ethical uses of generative AI for classroom assignments.

关键词： Second-Year Undergraduate Organic Chemistry Writing Problem Solving Assessment Mechanisms of Reactions internet/web-based learning Chemical Education Research

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Opening the Density Functional Theory Black Box: A Collection of Pedagogic Jupyter Notebooks

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JOURNAL OF CHEMICAL EDUCATION 2023年第11期100卷 4496-4503页

作者： Hirschi, Jacob S. Bashirova, Dayana Zuehlsdorff, Tim J. Oregon State Univ Dept Chem Corvallis OR 97331 USA

Density functional theory (DFT) is indubitably the most popular and among the most successful approaches for approximately solving the many-electron Schro''dinger equation. The level of understanding on the part of both researchers and students using DFT, however, is lacking, given the availability of black-box software. The present work addresses this knowledge gap by providing three Jupyter notebooks, easily accessible through the Google Colaboratory (GitHub repository: https://***/tjz21/DFT_PIB_Code), that provide a short skirmish with the fundamentals of DFT through a particle in a box-type model system. These notebooks were tested in conjunction with a problem worksheet in a graduate-level quantum chemistry course;pre- and postactivity survey results reveal largely positive reactions to this implementation and sustained enthusiasm for the subject.

关键词： Upper-Division Undergraduate Graduate Education/Research internet/web-based learning Computer-based learning Physical Chemistry Theoretical Chemistry Computational Chemistry

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A Computational Chemistry Course for Teachers: From Research Laboratories to High-School Chemistry Teaching

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JOURNAL OF CHEMICAL EDUCATION 2023年第11期100卷 4360-4368页

作者： Traube, Tamar Blonder, Ron Bar Ilan Univ Dept Chem IL-5290002 Ramat Gan Israel Weizmann Inst Sci Dept Sci Teaching IL-761000 Rehovot Israel

Computational chemistry (CC) is an important and essential area within chemical sciences. Over the years, CC has developed rapidly and played a significant role in chemistry research. In addition to the centrality of CC in the chemical sciences, teachers and students should be exposed to contemporary research for many reasons. These reasons include elevating student motivation to study science and engineering and increasing student interest in scientifically oriented careers. For teachers, contemporary research can trigger their professional development and keep them up to date with current research in their teaching field. However, the integration of CC tools within chemistry education can be challenging for both teachers and students. Here we describe a course on CC for high-school teachers. The goal was to introduce the teachers to contemporary CC contents and tools and motivate them to utilize their knowledge in the teaching of chemistry. We describe the course structure and contents that included lectures, hands-on workshop exercises, and assignments. The rationale behind each part of the course is detailed and the workshop instructions that were conducted using the free Avogadro software are completely presented in the Supporting Information. The course evaluation indicated that teachers improved their contemporary CC content knowledge and were satisfied with how the course contributed to their chemistry teaching.

关键词： High School/Introductory Chemistry Curriculum Computer-based learning internet/web-based learning Computational Chemistry

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Engaging chemistry educators through virtual roundtables: how the COVID-19 pandemic led to a community-wide initiative

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Discover Education 2024年第1期3卷 1-14页

作者： Haynes, M. Taylor Pratt, Justin M. Cranswick, Matthew A. Grice, Kyle A. Nataro, Chip Shaner, Sarah E. Stone, Kari L. Porter, Meghan Raker, Jeffrey R. Chemistry and Biochemistry Department California Polytechnic State University San Luis Obispo 93407 CA United States Department of Chemistry University of Rhode Island 140 Flagg Rd Kingston 02881 RI United States Department of Chemistry Colorado State University Pueblo Pueblo 81001 CO United States Department of Chemistry and Biochemistry DePaul University Chicago 60614 IL United States Department of Chemistry Lafayette College Easton 18042 PA United States Department of Chemistry and Physics Cape Girardeau Southeast Missouri State University Missouri 63701 United States Department of Chemistry Lewis University Romeoville 60446 IL United States Department of Chemistry Indiana University Bloomington 47405 IN United States Department of Chemistry University of South Florida Tampa 33620 FL United States Advanced Technology and Manufacturing Institute Oregon State University Corvallis 97330 OR United States

Members of the Interactive Online Network of Inorganic Chemists (IONiC) report the development and sustained efforts to provide virtual professional development sessions: Supporting learning with Interactive Teaching: a Hosted, Engaging Roundtable (SLiThEr). SLiThEr’s emerged from a community need at the start of the COVID-19 pandemic;since then, SLiThEr’s have become a standard event for the IONiC community. SLiThEr’s are real- time virtual community events, after which a recording of the SLiThEr is posted on the IONiC YouTube channel. In this paper, an overview of the structure, format, and emergence of SLiThEr’s is reported, followed by evaluation of SLiThEr offerings, a plan for future SLiThEr offerings, and a discussion of how SLiThEr’s impact teaching practice. © The Author(s) 2024.

关键词： Curriculum Inorganic chemistry internet/web-based learning Professional development Second-year undergraduate Upper-division undergraduate

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The Alchemy Project: A Personalized, Flexible, and Scalable Active learning Platform to Help Foster Expert-Like Thinking in Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2022年第9期99卷 3104-3113页

作者： Algar, W. Russ Elouazizi, Noureddine Stewart, Jaclyn J. Maxwell, E. Jane Tan, Tanya Zhang, Zuxing Stoodley, Robin Nunez, Jose R. Rodriguez Terpstra, Andrea S. Wickenden, Jason G. Univ British Columbia Dept Chem Vancouver BC V6T 1Z1 Canada Univ British Columbia Fac Sci Skylight Sci Ctr Learning & Teaching Off Dean Vancouver BC V6T 1Z4 Canada

To develop expertise, novice chemistry students require deliberate practice with immediate and thoughtful feedback. Whereas opportunities for practice are often abundant, opportunities for feedback tend to be much scarcer. To address this challenge, we collaborated with students to develop a flexible and scalable online platform called "Alchemy." Students interact with the software through a series of prompts and multiple-choice questions, receiving targeted feedback at each step. Each student can navigate a scenario differently, influenced by their prior knowledge and misconceptions. In design, scenarios are instructor-created graphs that model their expert-level thought process(es) and teaching experience. This graph format is a distinct and advantageous feature of Alchemy that supports linear, nonlinear, and cyclical progression through a concept or problem. Alchemy-based homework has been assigned in lecture and lab courses, at the sophomore and junior levels, with enrollments ranging from many tens to many hundreds of students. Approximately 80% of students rated Alchemy as very/extremely helpful to their learning, emphasizing the value of the step-by-step process and feedback. Alchemy is discussed in the contexts of other software platforms, its advantages and limitations, lessons learned in its initial deployments, and future directions for its development and usage.

关键词： Second-Year Undergraduate Upper-Division Undergraduate Analytical Chemistry Organic Chemistry Laboratory Instruction internet/web-based learning Distance learning/Self-Instruction learning Theories

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Cultivating a New "SEED": From an On-Ground to Online Chemistry Summer Camp

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JOURNAL OF CHEMICAL EDUCATION 2022年第1期99卷 129-139页

作者： Nadelson, Louis S. Jemison, Racquel C. Soto, Estefany Warner, Don L. Univ Cent Arkansas Coll Educ Dept Leadership Studies Conway AR 72035 USA Amer Chem Soc Educ Div Washington DC 20036 USA Boise State Univ Dept Chem & Biochem Boise ID 83725 USA

The American Chemical Society (ACS) Project SEED (Summer Experiences for the Economically Disadvantaged) program has been exposing students to chemistry-related research for over half a century. The program was created and designed to recruit and prepare high school students from economically challenged households to explore and build their confidence in chemistry and STEM, enter college, and hopefully pursue a STEM career. Historically, the students engaged in a summer research experience on college campuses, industrial laboratories, or government facilities, working alongside a scientist mentor. However, the 2020 summer on-campus experiences were not possible due to COVID-19 mitigation efforts. Thus, even after the program planning and recruitment for the experience was well underway, the program pivoted to a virtual camp. The camp's format was substantially different from the on-campus experiences, with 291 students nationwide participating in webinars, small group discussions, and completing assignments based on a schedule with due-dates. Gathering a combination of quantitative and qualitative data before and after the camp revealed increases in the students' professional skills, STEM identity, and college preparation. We failed to find a change in their professional identity. We determined that students participating in future Project SEED programming could benefit from engaging in a combination of on-campus and online events to experience authentic laboratory research and gain a more global perspective of chemistry careers and the potential for extended networking with other Project SEED participants and alumni.

关键词： General Public High School/Introductory Chemistry Public Understanding/Outreach Distance learning/Self Instruction internet/web-based learning Applications of Chemistry learning Theories Student/Career Counseling Enrichment/Review Materials STEM Pathways Broadening Participation

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