Journal of chemical education

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  Año 2020, Vol. 97, Número 9

  • Insights Gained While Teaching Chemistry in the Time of COVID-19 Editorial

    • Introduction to the Journal of Chemical Education Special Issue on Insights Gained While Teaching Chemistry in the Time of COVID-19

      Thomas A. Holme

      • Resumen

      págs. 2375-2377

      

  • Commentary

    • Pressure from the Pandemic: Pedagogical Dissatisfaction Reveals Faculty Beliefs

      Rebecca L. Sansom

      • Resumen

      págs. 2378-2382

      

    • With Anchors Aweigh, Synchronous Instruction Preferred by Naval Academy Instructors in Small Undergraduate Chemistry Classes

      Ina P. O'Carroll, Matthew R. Buck, David P. Durkin, Wesley S. Farrell

      • Resumen

      págs. 2383-2388

      

    • Lessons Learned by Converting a First-Year Physical Chemistry Unit into an Online Course in 2 Weeks

      Duncan A. Wild, Alexandra Yeung, Matthys Loedolff, Dino Spagnoli

      • Resumen

      págs. 2389-2392

      

    • Mindful Well-Being and Learning

      Holly N. Currie

      • Resumen

      págs. 2393-2396

      

  • Articles

    • A Perturbed System: How Tenured Faculty Responded to the COVID-19 Shift to Remote Instruction

      Rachel L. Rupnow, Nicole D. LaDue, Nicole M. James, Heather E. Bergan Roller

      • Resumen

      págs. 2397-2407

      

    • Impact of Maintaining Assessment Emphasis on Three-Dimensional Learning as Organic Chemistry Moved Online

      Ryan L. Stowe, Brian J. Esselman, Vanessa R. Ralph, Aubrey J. Ellison, Jeffrey D. Martell, Kimberly S. DeGlopper, Cara E. Schwarz

      • Resumen

      págs. 2408-2420

      

    • Remote Interview Methods in Chemical Education Research

      Jaclyn Trate, Melonie A. Teichert, Kristen L. Murphy, Shalini Srinivasan, Cynthia J. Luxford, Jamie L. Schneider

      • Resumen

      págs. 2421-2429

      

    • Learning Postdisruption: Learning Postdisruption

      Laura E. Simon, Laurel E. Genova, Marcia L. O. Kloepper, Kathryn D. Kloepper

      • Resumen

      págs. 2430-2438

      

    • Impact of the Emergency Transition to Remote Teaching on Student Engagement in a Non-STEM Undergraduate Chemistry Course in the Time of COVID-19

      Ethan A. Perets, Daniel Chabeda, Angela Z. Gong, Xin Huang, Tat Sang Fung, Ka Yi Ng, Meghan Bathgate, Elsa C. Y. Yan

      • Resumen

      págs. 2439-2447

      

    • Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19

      Nicolas Dietrich, Kalyani Kentheswaran, Aras Ahmadi, Johanne Teychené, Yolaine Bessière, Sandrine Alfenore, Stéphanie Laborie, Dominique Bastoul, Karine Loubière, Christelle Guigui, Mathieu Sperandio, Ligia Barna, Etienne Paul, Corinne Cabassud, Alain Liné, Gilles Hébrard

      • Resumen

      págs. 2448-2457

      

    • Adapting to the COVID-19 Online Transition: Reflections in a General Chemistry Sequence Taught by Multiple Instructors with Diverse Pedagogies

      Omar Villanueva, Derek A. Behmke, J. D. Morris, Rashad Simmons, Chantelle Anfuso, C. M. Woodbridge, Ying Guo

      • Resumen

      págs. 2458-2465

      

    • Students’ Perceptions Regarding the Abrupt Transition to Online Learning During the COVID-19 Pandemic: Case of Faculty of Chemistry and Hydrocarbons at the University of Boumerdes—Algeria

      Djanette Blizak, Salah Blizak, Ouahiba Bouchenak, Karima Yahiaoui

      • Resumen

      págs. 2466-2471

      

    • Students’ Responses to Emergency Remote Online Teaching Reveal Critical Factors for All Teaching

      Kathleen A. Jeffery, Christopher F. Bauer

      • Resumen

      págs. 2472-2485

      

    • Student Experiences of Emergency Remote Teaching: Impacts of Instructor Practice on Student Learning, Engagement, and Well-Being

      Riley J. Petillion, W. Stephen McNeil

      • Resumen

      págs. 2486-2493

      

    • Exploring Engagement as a Predictor of Success in the Transition to Online Learning in First Year Chemistry

      Anna Miltiadous, Damien L. Callahan, Madeleine Schultz

      • Resumen

      págs. 2494-2501

      

    • Leveraging Undergraduate Learning Assistants to Engage Students during Remote Instruction: Strategies and Lessons Learned from Four Institutions

      Mary E. Emenike, Carolyn P. Schick, Andrea Gay Van Duzor, Mel S. Sabella, Susan M. Hendrickson, Laurie S. Langdon

      • Resumen

      págs. 2502-2511

      

    • How Chemists Achieve Active Learning Online During the COVID-19 Pandemic: Using the Community of Inquiry (CoI) Framework to Support Remote Teaching

      Hui Ru Tan, Wei Heng Chng, Christian Chonardo, Magdeline Tao Tao Ng, Fun Man Fung

      • Resumen

      págs. 2512-2518

      

    • Using Structured Teams to Develop Social Presence in Asynchronous Chemistry Courses

      Charity Flener-Lovitt, Karl Bailey, Rui Han

      • Resumen

      págs. 2519-2525

      

    • Impacts of Converting Courses to Virtual Instruction Midsemester at a Hispanic-Serving Institution

      Marina Shapiro, Danielle M. Solano, Jesse J. Bergkamp, Andreas Gebauer, Emma Gillian, Karlo M. Lopez, Hanoz Santoke, Lance E. Talbert

      • Resumen

      págs. 2526-2533

      

    • Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia

      Jared Carpendale, Seamus Delaney, Emily Rochette

      • Resumen

      págs. 2534-2543

      

    • Rethinking Graduate Recruitment Weekends in the Digital Age

      Joshua T. Gavin, Allen G. Nguyen, Erin E. Plasek, Stephanie M. Stathopoulos, Philippe Bühlmann, Ian A. Tonks, Courtney C. Roberts

      • Resumen

      págs. 2544-2555

      

    • Analytical Chemistry Teaching Adaptation in the COVID-19 Period: Experiences and Students’ Opinion

      Elena M. Rodríguez Rodríguez, Marta Sánchez-Paniagua López, Jon Sanz Landaluce, María Moreno Guzman

      • Resumen

      págs. 2556-2564

      

    • Student Perspectives on Remote Learning in a Large Organic Chemistry Lecture Course

      Roshini Ramachandran, Marlius C. Rodriguez

      • Resumen

      págs. 2565-2572

      

    • How COVID-19 Disrupted Our “Flipped” Freshman Organic Chemistry Course: Insights Gained from Singapore

      Fun Man Fung, Yulin Lam

      • Resumen

      págs. 2573-2580

      

    • Converting an Organic Chemistry Course to an Online Format in Two Weeks: Design, Implementation, and Reflection

      William J. Howitz, Gretchen Guaglianone, Susan M. King

      • Resumen

      págs. 2581-2589

      

    • Rapid Adaptation of a Traditional Introductory Lecture Course on Catalysis into Content for Remote Delivery Online in Response to Global Pandemic

      Julia P. Sarju

      • Resumen

      págs. 2590-2597

      

    • Experience-Based Learning Approach to Chemical Kinetics: Learning from the COVID-19 Pandemic

      Estefanía Sucre Rosales, Ricardo Fernández Terán, David Carvajal, Lorenzo Echevarría, Florencio Eloy Hernandez

      • Resumen

      págs. 2598-2605

      

    • Reflections on Three Different High School Chemistry Lab Formats during COVID-19 Remote Learning

      Elizabeth W. Kelley

      • Resumen

      págs. 2606-2616

      

    • Using Hands-On Chemistry Experiments While Teaching Online

      Jodye I. Selco

      • Resumen

      págs. 2617-2623