ABSTRACT
Active engagement is critical to student success in Organic Chemistry. In this paper, I trace the trajectory of student engagement in an introductory organic chemistry lecture series over the course of the COVID-19 pandemic. I detail my approach to cultivating student engagement in an online environment, evaluate the success of these approaches and discuss modifications, and recount our efforts to combat the "learned disengagement” that students exhibited upon returning to an in-person class format. Although engagement gradually dwindled over the course of online instruction, multiple interventions succeeded in maintaining a sense of classroom community in students and encouraging active participation. By building opportunities for engagement into the course structure and rewarding students who partake in class activities, I hope to once again enjoy the level of engagement that we had prior to the pandemic. © 2022 American Chemical Society and Division of Chemical Education, Inc.
ABSTRACT
Active engagement is critical to student success in Organic Chemistry. In this paper, I trace the trajectory of student engagement in an introductory organic chemistry lecture series over the course of the COVID-19 pandemic. I detail my approach to cultivating student engagement in an online environment, evaluate the success of these approaches and discuss modifications, and recount our efforts to combat the "learned disengagement" that students exhibited upon returning to an in-person class format. Although engagement gradually dwindled over the course of online instruction, multiple interventions succeeded in maintaining a sense of classroom community in students and encouraging active participation. By building opportunities for engagement into the course structure and rewarding students who partake in class activities, I hope to once again enjoy the level of engagement that we had prior to the pandemic.