Design, Implementation, and Instructor Reflections on Teaching a Face-to-Face Advanced Synthetic Chemistry Laboratory Course During the COVID-19 Pandemic

• David King ^[1] ; Magrieta Snyman ^[1] ; Elizabeth G. McGinitie ^[1]
  1. [1] University of Alberta − Augustana Campus, Canada
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 4, 2022, págs. 1579-1586
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The global COVID-19 pandemic has had a significant impact on university course design, implementation, and instruction, with many courses being offered remotely rather than face-to-face to prevent the spread of COVID-19. As the COVID-19 pandemic subsides, more and more courses are transitioning back to face-to-face instruction. In this article, we describe the design and implementation of an advanced synthetic chemistry laboratory course that was taught face-to-face during the COVID-19 pandemic and prior to the mass distribution of COVID-19 vaccines. We were able to utilize physical distancing as a teaching strategy, along with personalized scheduling of experiments, designated pathways, individual workstations and lab kits, enhanced sanitation, and self-reflection exercises, to create a course with a significant focus on the individual student experience. Instructor reflections suggest that this course was well-received by both instructors and students and was successful in meeting the course learning objectives while maintaining the health and safety of all participants.