No abstract

To increase student interest and engagement in introductory chemistry courses for non-science majors, we incorporated a children's book project based on the chemistry discussed in class. Students were given agency in topic, target age range, and book format to encourage creativity, to integrate student interest and major, and to challenge communication skills. Postactivity surveys provide positive student impressions of the project. Recommendations for implementation are included.

Students in introductory biochemistry courses often struggle to visualize the structure of large enzyme complexes and understand the mechanisms of the reactions they catalyze. One such complex, the Pyruvate Dehydrogenase Complex (PDC), catalyzes an essential step in glucose catabolism and is comprised of many copies of three enzymes that catalyze five reactions requiring five unique cofactors. To assist students in learning of the PDC reaction and mechanism, students enrolled in in‐person biochemistry participate in a group activity to act out the mechanism of the complex using instructor‐directed student movement. The effect of acting or observing the activity on learning of PDC structure, mechanism, and function is reported using data from IRB‐approved assessment and survey instruments and compared to data from students in virtual biochemistry courses without an activity. Unique course activities involving student movement can improve student learning of complex topics in biochemistry.