Reflections of an ACS Affiliated Liaison during Covid-19: A University and AP Chemistry AACT Team
págs. 3290-3294
Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions
págs. 3295-3300
Unflipping the Flipped Classroom: Balancing for Maximum Effect in Minimum Lead-Time in Online Education
págs. 3301-3305
Making Lemonade out of Lemons: Supporting Adoption of Evidence-Based Practices in Response to Educational Disruptions
Preethi Titu, Siying Jiang, Amanda S. Perez, Bilal Gunes, Chinmay Kulkarni, Wei Zhu, Gregory T. Rushton, David J. Yaron
págs. 3306-3311
págs. 3312-3317
An International Perspective: Teaching Chemistry and Engaging Students During the COVID-19 Pandemic
págs. 3318-3321
Matthew J. Lynn, David C. Templeton, Annemarie D. Ross, Austin U. Gehret, Morgan Bida, Timothy J. Sanger II, Todd Pagano
págs. 3322-3326
págs. 3327-3331
Community Matters: Student–Instructor Relationships Foster Student Motivation and Engagement in an Emergency Remote Teaching Environment
págs. 3332-3335
págs. 3336-3340
págs. 3341-3345
págs. 3346-3352
Student Views of the Online Learning Process during the COVID-19 Pandemic: A Comparison of Upper-Level and Entry-Level Undergraduate Perspectives
págs. 3353-3357
Gamification of ChemDraw during the COVID-19 Pandemic: Investigating How a Serious, Educational-Game Tournament (Molecule Madness) Impacts Student Wellness and Organic Chemistry Skills while Distance Learning
págs. 3358-3368
Unleashing Our Chemistry Superpowers: Promoting Student Success and Well-Being at a Black Women’s College during COVID-19
Shanina Sanders Johnson, Michelle K. Gaines, Mary J. Van Vleet, Kimberly M. Jackson, Cachetne Barrett, Davita Camp, Marisela De Leon Mancia, Lisa Hibbard, Augusto Rodriguez
págs. 3369-3373
Going Remote: How Teaching During a Crisis is Unique to Other Distance Learning Experiences
págs. 3374-3380
The COVID Cohort: Student Transition to University in the Face of a Global Pandemic
págs. 3381-3385
The Role of Communication in the Success/Failure of Remote Learning of Chemistry during COVID-19
Konara Y. Kollalpitiya, Colleen M. Partigianoni, Daniel A. Adsmond
págs. 3386-3390
Insights Gained into Marginalized Students Access Challenges During the COVID-19 Academic Response
Ann C. Kimble Hill, Armando Rivera Figueroa, Benny C. Chan, Wasiu A. Lawal, Sheryl Gonzalez, Michael R. Adams, George L. Heard, J. Lynn Gazley, Benjamin Fiore Walker
págs. 3391-3395
Online Chemistry Education Challenges for Rio de Janeiro Students during the COVID-19 Pandemic
Ricardo Soares, Márcia Cristina Santiago de Mello, Cleyton M. da Silva, Wilson Machado, Graciela Arbilla
págs. 3396-3399
Using Continuous Student Feedback to Course-Correct during COVID-19 for a Nonmajors Chemistry Course
págs. 3400-3405
Lessons Learned from the COVID-19 Crisis: Adjusting Assessment Approaches within Introductory Organic Courses
págs. 3406-3412
Testing in the Time of COVID-19: A Sudden Transition to Unproctored Online Exams
Ted M. Clark, Christopher S. Callam, Noel M. Paul, Matthew Stoltzfus, Daniel Turner
págs. 3413-3417
págs. 3418-3422
Challenges in General Chemistry: The Effect of Moving Online in the Middle of the Semester
págs. 3423-3428
págs. 3429-3435
págs. 3436-3440
págs. 3441-3445
págs. 3446-3449
The Pandemic Defeated My CURE: Replacement with a Student Project of a Literature Review of the Syntheses of Small Molecule Drugs
págs. 3450-3454
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