Design, Implementation, and Instructor Reflections on Teaching a Face-to-Face Advanced Synthetic Chemistry Laboratory Course During the COVID-19 Pandemic

Abstract

The global COVID-19 pandemic has had a significant impact on university course design, implementation, and instruction, with many courses being offered remotely rather than face-to-face to prevent the spread of COVID-19. As the COVID-19 pandemic subsides, more and more courses are transitioning back to face-to-face instruction. In this article, we describe the design and implementation of an advanced synthetic chemistry laboratory course that was taught face-to-face during the COVID-19 pandemic and prior to the mass distribution of COVID-19 vaccines. We were able to utilize physical distancing as a teaching strategy, along with personalized scheduling of experiments, designated pathways, individual workstations and lab kits, enhanced sanitation, and self-reflection exercises, to create a course with a significant focus on the individual student experience. Instructor reflections suggest that this course was well-received by both instructors and students and was successful in meeting the course learning objectives while maintaining the health and safety of all participants.

Impact of the COVID-19 Pandemic on Chemistry Student and Staff Perceptions of their Learning/Teaching Experience

“…At the time of writing, most research undertaken in the wake of the pandemic looking at the consequences of rapidly integrating remote learning in HE focuses on student experiences, , tending to focus on the quantitative aspects (e.g., attendance rates and student attainment) and not exploring the qualitative facets of student experience: satisfaction and perceptions of teaching and learning experience. There are even fewer papers studying the impact on academic staff, both in terms of their personal circumstances and how they felt their educational practices were affected. , This provides a real opportunity for this paper to explore the qualitative aspects of the topic, for both students and staff, and consequently, three research questions were developed for this novel study: Were Leicester chemistry students and staff satisfied with the remote education they received/provided during 2020/21, and why? How effectively did the blended learning experience engage Leicester chemistry students throughout 2020/21? What were the significant challenges of delivering a remote chemistry education through the model employed by the University of Leicester? …”

“…There are even fewer papers studying the impact on academic staff, both in terms of their personal circumstances and how they felt their educational practices were affected. 22,23 This provides a real opportunity for this paper to explore the qualitative aspects of the topic, for both students and staff, and consequently, three research questions were developed for this novel study:…”

“…good communication (24) "The chemistry department have been excellent in keeping us up to date and helping us out." COVID safety (22) "I like that it's not too intimidating with COVID, with the systems in place it doesn't feel terrifying and feels normal." digital tools (21) "I use the whiteboard f unctionality on Teams and that seems to be quite good, especially because it's anonymous, you can feel more confident if you make a mistake," response to the pandemic (20) "Closing promptly in March was, I feel, the right decision and no one was forced to put their education ahead of their safety."…”

“…negative poor communication (31) "At some point it actually became overwhelming and became impossible to follow because there was way too much coming in every day, and we were swamped already." timetabling (22) "The timetabling is so much dif ferent to last year. Now you have to watch the lectures and go to the live session when am I supposed to have done the work for then?…”

“…There are even fewer papers studying the impact on academic staff, both in terms of their personal circumstances and how they felt their educational practices were affected. 22 , 23 This provides a real opportunity for this paper to explore the qualitative aspects of the topic, for both students and staff, and consequently, three research questions were developed for this novel study: Were Leicester chemistry students and staff satisfied with the remote education they received/provided during 2020/21, and why? How effectively did the blended learning experience engage Leicester chemistry students throughout 2020/21?…”