Strategies for Addressing Post-COVID Deficits in a Large Enrollment Organic Chemistry Course

Returning to the in-person classroom after a period of online learning during the height of the COVID-19 pandemic brought to light unique challenges regarding student preparation and attitudes about course expectations. A greater number of students are lacking the basic study and learning skills required for higher education. In many organic chemistry courses, these new obstacles are exacerbated by the continued challenges that have historically surrounded the course and must be addressed to provide for students a welcoming and supportive learning environment. With this goal in mind, a large enrollment organic chemistry sequence was redesigned by structuring the class to increase student engagement and accountability. During class, students are taught active study strategies, including a study cycle around each class to avoid cramming before exams, and how to read a textbook. Students are incentivized to prepare to actively participate during class by completing a low-stakes formative assessment due before each class. Additionally, scaffolded practice is introduced throughout the lecture, using polling software to encourage participation. After the week’s material is introduced, activities designed to reinforce the material at an introductory level are assigned midweek. The final class of the week is entirely devoted to practicing more challenging application-based questions, where students have the opportunity to practice with their classmates and ask TAs and the instructor questions. Preliminary results suggest that this highly structured and scaffolded course design lowers the DWF rates, and promotes greater overall participation during class.