Does Virtual Titration Experiment Meet Students' Expectation? Inside Out from Indian Context

The sudden COVID-19 outbreak has obstructed the conventional method of teaching causing a mandated shift to virtual platforms. A developing country like India which predominantly depended on conventional methods of teaching and learning in the pre-COVID era is gradually gaining success in effectively transitioning into virtual classrooms with the aid of digital programs and online platforms to resume theoretical education. However, chemistry education, in particular, which involves the physical approach to experimentation in conventional laboratories, requires a practical and effective alternative in the virtual arena. Though the country's digital progress has provided virtual experiments that can be helpful in laboratory learning, only very few instructors/teachers are aware of such opportunities. The adaptability and accessibility to virtual laboratories in the Indian context also remain unclear due to various factors that influence the transition from conventional laboratories to virtual laboratories. Therefore, we attempted to evaluate the learning prospects of students by taking up the Royal Society of Chemistry (RSC) screen experiments for virtual titration as an example. This article aims to reflect information from the feedback of students on their first virtual laboratory experience and after completing an academic year to record learning outcomes in comparison to their prior experience on conventionally carrying out titration experiments and to highlight the features of the virtual laboratories that were preferred by students. Among the various components of the virtual laboratory, students state that the quiz is a component that is engaging and ensures knowledge progression. Conclusively, the students perceive that virtual laboratory experiments should be an integrated part of the laboratory curriculum for enhanced learning. In summary, our work throws light on the need for virtual laboratories in chemistry education in India and its prospect in the postpandemic period. © 2022 American Chemical Society and Division of Chemical Education, Inc.

Linking Chemistry to Community: Integration of Culturally Responsive Teaching into General Chemistry I Laboratory in a Remote Setting

The COVID-19 pandemic redefined how chemistry laboratories were taught. It also introduced a racial health disparity for Black and Brown people. The General Chemistry I laboratory curriculum at a Historically Black College and University (HBCU) in Baltimore, MD, was redesigned to meet student needs during this challenging time. While surrounded by civil unrest and uncertainty, we wanted to reach our underrepresented students in a way that they felt seen and heard. "The Mystery of Mr. Johnson" series was designed to reinforce the role chemistry can serve in advancing equity in their community. This interconnected series of three experiments (Solutions, Titration, Spectroscopy) developed chemistry laboratory skills which were applied to diabetes, a COVID-19 comorbidity, and health disparity highly prevalent in Baltimore. "The Mystery of Mr. Johnson" series provided opportunities for students to gain exposure to the role of chemistry in addressing a health disparity that impacts their community. The culminating project was a public service announcement to communicate lifestyle changes and the prevalence of diabetes in the black community.