This paper addresses the use of student-generated instructional videos to promote awareness of green chemistry principles during remote instruction. For this activity, we used Flipgrid as an asynchronous platform for students to create their videos based on assigned case studies from the Green Chemistry Challenge award winners. The Flipgrid platform was used to engage students in scientific discourse with their peers. The activity was viewed favorably by students with most indicating that they would like to see similar assignments implemented in future courses. This project increased student awareness of the 12 green chemistry principles. While this project was used in an Organic Chemistry II laboratory course with chemistry majors, it is our hope that other instructors who find the need to move their instruction online can use this activity either directly or with modifications to fit their course needs.

This paper addresses the incorporation of a scaffolded infographic project into a majors' organic chemistry laboratory. Students were given the freedom to choose their topic with the stipulation that it must be relevant to both organic and green chemistry. This scaffolded project consisted of the following eight phases: (i) summarizing and evaluating an existing infographic, (ii) delving into green chemistry literature, (iii) proposing infographic topic, (iv) gathering components for the infographic, (v) analyzing infographic maker websites, (vi) creating infographic and providing peer feedback on first drafts, (vii) revising infographic and providing final feedback, and (viii) posting infographic on Twitter. Since this was a semester-long project implemented in a remote environment, a variety of instructional technologies including Flipgrid, Perusall, FeedbackFruits Peer Review, Google Jamboard, and chemical drawing software were utilized. The analysis of the project's impact on cognitive gains through Student Assessment of Learning Gains and through pre-and post-test responses indicated the achievement of positive learning gains on green chemistry knowledge and skills. This activity was viewed favorably by students, with most indicating a desire for similar assignments implemented in future courses.

As implementation of green chemistry into university-level courses increases, it is vital that educators have a tool to rapidly measure student knowledge of green chemistry principles. We report the development...

This study sought to explore the integration of green and sustainable chemistry into the organic chemistry curriculum through a national survey of organic chemistry instructors (n = 160). It was...

In group activities, students work collaboratively to accomplish specific objectives. Students have to engage and interact with each other in order to complete collaborative assignments. One way that students stay...