Document Type

Article

Language

eng

Publication Date

3-10-2020

Publisher

American Chemical Society

Source Publication

Journal of Chemical Education

Source ISSN

0021-9584

Abstract

Many STEM (science, technology, engineering, and mathematics) disciplines require a two-semester sequence of introductory college chemistry, which are thus critical gateway courses to a variety of majors. Recognizing the benefit to educators of a structure of content learning across the chemistry curriculum, in 2012, the American Chemical Society (ACS) developed the Anchoring Concepts Content Map, or ACCM. The development and subsequent revision of the general chemistry ACCM inspired the restructuring of our first-year chemistry sequence. Thus our CHEM 1001 and 1002 courses, taught in an atoms-first framework, were reorganized into a set of nine modules, each intentionally linked to one (or more) anchoring concept of the ACCM. In this initial effort, we have developed the course modules and subtopics and a set of learning objectives for each module and linked these to the general chemistry ACCM. To facilitate the initial teaching of the courses, the redesign occurred during the academic year, and the courses were taught in summer term 2019 using a flipped classroom design with three weekly 100 min face-to-face discussion meetings and two weekly laboratories for the 6 week long courses. Herein we describe the course design and its mapping onto the ACCM and discuss the results of the initial implementation, with suggestions given for future adaptations.

Comments

Accepted version. Journal of Chemical Education, Vol. 97, No. 3 (March 10, 2020): 651-658. DOI. © 2020 American Chemical Society. Used with permission.

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