Transitioning an Upper-Level, Integrated Laboratory Course to Remote and Online Instruction During the COVID-19 Pandemic
Omar Everleny Pérez Villanueva, Kathryn Zimmermann
Abstract
While the suspension of face-to-face instruction disrupted laboratory components of most chemistry-based classes at the college level, it was notably disruptive to upper-level chemistry courses based solely on laboratory experiences. This communication describes the logistical and pedagogical efforts made in an integrated, upper-level, laboratory-based chemistry course at Georgia Gwinnett College to engage students and to develop a relevant and meaningful assignment during the COVID-19 suspension of face-to-face classes. Instructor descriptions and reflections, examples of assignments, student feedback, and revisions for future iterations of this course are presented within.
Topics & Concepts
Coronavirus disease 2019 (COVID-19)Course (navigation)Mathematics educationFace (sociological concept)PandemicFace-to-faceOnline courseSevere acute respiratory syndrome coronavirus 2 (SARS-CoV-2)2019-20 coronavirus outbreakComputer scienceMedical educationMultimediaPsychologyEngineeringSociologyMedicineAerospace engineeringInfectious disease (medical specialty)DiseasePhilosophySocial scienceEpistemologyVirologyOutbreakPathologyVarious Chemistry Research TopicsInnovative Teaching MethodsChemistry and Chemical Engineering