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Chemistry Education 2018
Journal of Organic & Inorganic Chemistry
ISSN: 2472-1123
Page 56
August 27-28, 2018
Zurich, Switzerland
8
th
Edition of International Conference on
Chemistry Education
and Research
S
tudying organic chemistry is complicated and stressful for
the majority of students. Teaching faculties are trying to
implement different tools and techniques to help students learn
the material and also reduce the anxiety associated with the
learning process. It is well-known fact that using active learning
principals in teaching helps students master their knowledge in
this subject. For example: creatively designed homework problem
sets and clicker questions during lecture, thoughtfully created
extra credit activities, organized discussion sessions and course
assignments. Implementation of these activities for the second
and third year undergraduate Organic and Bio-Organic Chemistry
courses will be discussed. Students can be actively involved
in these activities not only as learners but, also as mentors.
Mentors can participate in preparation and conducting discussion
sessions, preparing sets of clicker or review questions, share
their experience during lab preparation sessions or even help with
creation of new laboratory experiments. Our mentors are students
who have recently successfully completed the course and come
from work study or volunteering positions. Different learning
activities such as: extra credit projects, discussion sessions,
laboratory skills seminars, literature searching assignments, etc.
are used in these courses. This talk will focus on the students’
experience as learners and mentors for our organic chemistry
courses at the University of Toronto Scarborough. Also discussed
will be the feedback from mentors and mentees as well as
methods of assessment and the advantages of each approach.
mikhay@utsc.utoronto.caIncorporating active learning component in teaching organic
chemistry courses
Svetlana (Lana) Mikhaylichenko
University of Toronto Scarborough, Canada
J Org Inorg Chem 2018, Volume 4
DOI: 10.21767/2472-1123-C5-015