How the COVID-19 Pandemic Changed Chemistry Instruction at a Large Public University in the Midwest: Challenges Met, (Some) Obstacles Overcome, and Lessons Learned

• Joseph W. Burnett ^[1] ; K. A. Burke ^[1] ; Nicole M. Stephens ^[1] ; Ishani Bose ^[1] ; Cristina Bonaccorsi ^[1] ; Adam M. Wade ^[1] ; Joseph K. Awino ^[1]
  1. [1] Iowa State University, United States
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 9, 2020, págs. 2793-2799
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This communication presents a partial historical summary of some of Iowa State University’s Chemistry Department teaching response to the shift to online course delivery caused by the COVID-19 pandemic. The observations reflect discussions between and informal surveys of an instructor cohort that impacted roughly 1200 undergraduate students. These students were enrolled in general chemistry I, organic chemistry II, inorganic chemistry, quantum mechanics, and chemistry for non-physical-science majors. The paper highlights the challenges faced and describes how faculty and students met them.