Engaging Students Through Integrated Pedagogy

Abstract

This case study presents a model of integrated pedagogy in a two-semester college-level General Chemistry course. The model was designed to engage students safely during the first year of the COVID-19 pandemic. The authors use the term “Integrated Pedagogy” to emphasize that several modes of active learning pedagogy. The technology incorporated into the course was not as an add-on enhancement but as an essential and central element. The laboratory component was integrated into the course as an independent, self-directed experience. Informal student surveys suggest that the model may transform the traditional approaches to chemistry education to meet the changing needs of diverse student populations.