Humanizing Organic Chemistry
| dc.contributor.advisor | Glass, Adam | |
| dc.contributor.author | Kolesnikov, Anais | |
| dc.date.accessioned | 2024-08-30T19:21:54Z | |
| dc.date.available | 2024-08-30T19:21:54Z | |
| dc.date.issued | 2024 | |
| dc.description | 35 pages | |
| dc.description.abstract | This thesis embarks on an epic voyage to explore the perception of organic chemistry as a complex and abstract subject in the eyes of students, exploring methods to humanize the discipline by enhancing engagement and comprehension in applicable and sustainable ways. The study addresses what makes a course accessible, the value of interdisciplinary approaches to STEM, the benefits of incorporating humanities techniques into STEM education, and the impact of active learning on organic chemistry outcomes. The procedures employed in this study involve two main facets: course improvement and analysis. Course improvements implemented in the University of Oregon's CH331 were not a solitary effort, but a collaborative one. They include the establishment of a Peer-Led Teaching Team (PLTT), the creation of Active Learning Workshop Sessions (ALWS), and the administration of Mock Exams (ME). The PLTT, for instance, consists of students who previously excelled in CH331, assisting current students through structured workshops and mock exams designed to reinforce understanding and application of organic chemistry concepts, while establishing a safe learning environment. The major results of the study reaffirm the benefits of these interventions. They significantly enhance student engagement, understanding, and performance in organic chemistry. Active learning strategies, coupled with peer-led support, foster a more interactive and supportive classroom environment, mitigating the anxiety and confusion traditionally associated with the subject. This reassurance is based on the positive feedback and improved outcomes observed in our study. The conclusions drawn from this study underscore the transformative potential of rethinking the structure and delivery of organic chemistry courses. By emphasizing critical thinking, collaboration, and real-world applications, educators can make organic chemistry more accessible and enjoyable, ultimately preparing students more effectively for their future academic and professional endeavors. This optimistic outlook is based on the promising results of our interventions, which have significantly enhanced student engagement, understanding, and performance in organic chemistry. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/29960 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | All Rights Reserved | |
| dc.subject | Education | en_US |
| dc.subject | STEM | en_US |
| dc.subject | Organic Chemistry | en_US |
| dc.subject | Humanizing | en_US |
| dc.subject | Human Physiology | en_US |
| dc.title | Humanizing Organic Chemistry | |
| dc.type | Thesis/Dissertation |