scholarly journals EuChemS congratulates FACS on its 40th Anniversary

2020 ◽  
Author(s):  
Floris Rutjes ◽  
Pilar Goya Laza ◽  
David Cole-Hamilton
Keyword(s):  
General Chemistry ◽  
Chemical Society ◽  
40Th Anniversary ◽  
European Chemical Society ◽  
European Chemical

The European Chemical Society (EuChemS) offers its heartiest congratulations to the Federation of Asian Chemical Societies on the 40th Anniversary of its foundation. We also congratulate FACS on the introduction of this new magazine, AsiaChem, which promises to be a fascinating addition to general chemistry magazines.

scholarly journals Past, Present and Future of the European Chemical Society (EuChemS)

2020 ◽  
Vol 26 (48) ◽  
pp. 10909-10911
Author(s):  
Floris P. J. T. Rutjes ◽  
Pilar Goya
Keyword(s):  
Chemical Society ◽  
European Chemical Society ◽  
European Chemical

The European Chemical Society (EuChemS)

2018 ◽  
Vol 24 (46) ◽  
pp. 11811-11820
Author(s):  
David J. Cole‐Hamilton
Keyword(s):  
Chemical Society ◽  
European Chemical Society ◽  
European Chemical

Carbon captured

Physics World ◽  
2021 ◽  
Vol 34 (12) ◽  
pp. 3i-3i
Keyword(s):  
Periodic Table ◽  
Chemical Society ◽  
European Chemical Society ◽  
European Chemical

To mark the International Year of the Periodic Table, the European Chemical Society (EuChemS) released a table showing the elements in terms of their abundance and significance to technology.

scholarly journals A flipped classroom redesign in general chemistry

2016 ◽  
Vol 17 (4) ◽  
pp. 914-922 ◽  
Author(s):  
Scott A. Reid
Keyword(s):  
General Chemistry ◽  
Student Performance ◽  
Flipped Classroom ◽  
American Chemical Society ◽  
Chemical Society ◽  
Controlled Study ◽  
Online Homework ◽  
Post Test ◽  
Previous Design ◽  
Course Format

The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course (J. Chem. Educ., 2016, 93, 13–23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while keeping discussion sizes small (i.e., <30 students), and maintaining equivalent contact hour load for faculty and workload for students. To that end, the course format featured lecture contact pushed outside of the classroom in the form of video lectures (mean duration 13 minutes) paired with online homework sets, and three parallel weekly one-hour discussion sections were held in adjoining lab rooms immediately prior to the three-hour laboratory session. As in our previous design, the discussion sections were led by teaching assistants; however, the weekly discussion meeting was shortened from 75 minutes to 50 minutes, and the primary instructor “floated” between the three parallel sessions. Two such sessions were held each week, affording a possible enrollment of 144; initial enrollment was 141, with students self-selecting into the course. We examine student performance in and satisfaction with the course using: (1) a pre-test/post-test design based on the paired questions American Chemical Society (ACS) first-term and second-term exams, (2) data on DFW (D, F, withdrawal) rates, and (3) student evaluations.

Sign in / Sign up

Export Citation Format

Share Document