This paper describes a new approach for teaching general chemistry that combines lecture and laboratory into one seamless session and incorporates instructional methods supported by research-based findings. The results of a study that compared two instructional formats, conventional passive lecture and the student-centered, highly collaborative format known as cAcL2 (concept Advancement through chemistry Lab–Lecture), are also presented. Factors carefully controlled in this study include content material, time of day, time on task, and test format, scheduling, and grading. The results of the analysis of variance and the evaluation of the means conclude that the cAcL2 instructional method had a positive effect on student performance in an introductory chemistry class.

The importance of attitudes toward science has risen from widely accepted assumptions that achievement and attitude are positively interdependent and that affective variables are as important as cognitive variables in molding student learning. This report examines the effect on student attitudes toward learning chemistry in an active learning environment that has incorporated elements believed to positively influence student attitudes toward science including cooperative learning, hands-on activities, real-world applications, and engaging technology. These elements were considered for synergetic effects and not as individual contributors to the overall results. Two different sections of the same general chemistry course participated. The lecture setting was used as the control. Residualized gain scores were used to compare net changes in student attitudes. Data were analyzed for possible differences in gain for different academic majors. Anxiety in chemistry was monitored for the two class settings in three areas, learning in chemistry, chemistry evaluation, and chemical handling. Qualitative student feedback was also collected and is summarized in this report on the attitudinal aspects of instruction.

Background Repeated calls to diversify the population of students earning undergraduate degrees in science, technology, engineering, and mathematics (STEM) fields have noted the greater diversity of community college students and their potential to thus have an impact on the racial/ethnic composition of 4-year degree earners. In this paper, we investigate barriers and supports to Black women’s success in STEM, using longitudinal interview data with seven Black women who were enrolled at community colleges and stated an interest in majoring in STEM at 4-year institutions. Results Our findings highlight a contrast between community colleges and universities. At community colleges, Black women were able to form supportive relationships with professors and peers, downplayed the potential of racism and sexism to derail their STEM ambitions, and saw little to no impact of bias on their educational experiences. Those students who transferred characterized university climates very differently, as they struggled to form supportive relationships and experienced racism and sexism from professors and peers. Conclusions We conclude using Patricia Hill Collins’ Domains of Power framework to categorize students’ experiences, then end with recommendations for change that will result in less alienating experiences for Black women, among other minoritized students.

This is a revised and expanded version of a previously published qualitative analysis scheme for the identification of 11 white solids using materials readily available in drugstores, supermarkets, or variety stores. Phenolphthalein has been eliminated because the FDA banned its use in over-the-counter laxatives; instead, tests for pH are conducted using red cabbage indicator. Once commonly used by diabetics to test urine, copper reduction tablets are no longer widely available and are replaced by a mixture of ingredients. Three white solids and two types of mixtures, commercial antacid tablets and baking powder, have been added to the scheme. All procedures can be done with the simplest of equipment. Amounts of solids are measured volumetrically and heat is supplied by contact with hot tap water. The use of household chemicals reduces waste disposal problems while making the experiment suitable for a laboratory exercise in a distance-learning course. This experiment can be adapted for many levels of instruction. In middle school only the safer tests should be included; honors general chemistry students can be asked to design an analysis scheme for the 14 household chemicals.