Matthew A. Horwitz*, Reem Al-Ahmad, Xingfeng Bai, Matteo Balletti, Peter Bellotti, Yael Ben-Tal, Mark W. Campbell, Kathleen Cheasty, Steven W. M. Crossley, Craig S. Day, Patrick J. Deneny, Katherine C. Forbes, Emma S. Gogarnoiu, Phillip S. Grant, Riya Halder, Georgia R. Harris, Pol Hernández-Lladó, Morgan Jouanneau, Vera Jost, Dennis A. Kutateladze, Gabriele Laudadio, Chun Liu, Aidan P. Looby, Aitor Maestro, Terry McCallum, Maximilian D. Palkowitz, Joshua M. Paolillo, Matthew W. D. Perry, Julia C. Reisenbauer, Cesar Reyes, Hayden A. Sharma, Fu Kit Sheong, Benjamin Thoma, Andrew V. Tran, Duc N. Tran, Francisco José Aguilar Troyano, Thomas Verheyen, Mark P. Walsh, Alicia Wagner, Emily R. Wearing and Georg Wuitschik,
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Wearing and Georg Wuitschik, ","doi":"10.1021/acs.jchemed.5c00555","DOIUrl":null,"url":null,"abstract":"<p >Chemistry education at the graduate level and beyond faces the formidable challenge of a boundless and constantly expanding frontier of knowledge on many fronts. While modern learners have an increasingly broad range of resources available at their disposal (including open access text-based references, online videos, training problems, and other digital learning materials), there are comparatively fewer such materials aimed at the highest levels of study. With the goal of producing widely accessible graduate-level learning content, we created a community-based approach to online course design that is easily digestible to meet the expectations of modern learners. 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Reimagining Advanced Chemistry Education: A Community-based Approach to Course Design for Modern Learners
Chemistry education at the graduate level and beyond faces the formidable challenge of a boundless and constantly expanding frontier of knowledge on many fronts. While modern learners have an increasingly broad range of resources available at their disposal (including open access text-based references, online videos, training problems, and other digital learning materials), there are comparatively fewer such materials aimed at the highest levels of study. With the goal of producing widely accessible graduate-level learning content, we created a community-based approach to online course design that is easily digestible to meet the expectations of modern learners. Herein, we report the development of an open access Advanced Organic Chemistry video-based online course and several other specialized minicourses using the Synthesis Workshop YouTube channel.
期刊介绍：
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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