Fermentation Chemistry: A Study Abroad Course

Carpenter, Suzanne; Beck, Jason

doi:10.1021/acs.jchemed.9b00740

Cited by 29 publications

(9 citation statements)

References 32 publications

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“…BrewSci also affords the opportunity for students to apply topics covered in General Chemistry 1 and 2 lecture courses, including density (specific gravity and alcohol by volume, ABV), acid–base chemistry (pH, total alkalinity), spectroscopy (color, turbidity, and International Bitterness Units, IBUs), electrochemistry (ion-selective electrodes), kinetics, solubility, and more. Reports of the clever use of brewing science to teach some of these topics in laboratory courses has previously been published. − Table summarizes the learning goals and skills emphasized for both GCL1 and GCL2.…”

Section: Integrating Research-like Authentic Inquirymentioning

confidence: 99%

Looking to Move Away from Expository General Chemistry Laboratories? We May Have a Cure for What “Ales” You

et al. 2022

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The two-semester General Chemistry laboratory sequence for nonchemistry majors at James Madison University has recently made the transition from expository, confirmation experiments to project-based (first semester) and research-based (second semester) curricula; this narrative will describe the development and current state of the Brewing Science (BrewSci) second-semester course. This high-enrollment service course with typically ∼25 sections (maximum enrollment of 24 students per section) offered during the regular two-semester school year was designed to leverage the skills obtained in a research-based environment: problem-solving, creativity, teamwork, communication, etc. The synthesis (brewing) and analysis of beer was selected as a vehicle for the learning goals due to the range of variables that can be manipulated, the wealth of relevant chemistry/biochemistry content suitable for a second-semester General Chemistry course, and the relative safety of the brewing process. Teaching supports, including trained undergraduate Learning Assistants, have been developed and employed to ensure the course can be taught by any of the rotating cohort of full-time or part-time faculty members. Analysis of course success rates (students earning a C– or higher) and DFW rates indicates improved student outcomes. Further, preliminary analysis of student survey data indicates improved student perceptions of their own abilities to think and act as scientists. Instructors corroborated these findings in a separate survey. Following the successful establishment of the BrewSci version of the General Chemistry 2 lab, the same curriculum development model is now being leveraged to expand offerings to other areas of faculty and student interest.

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Section: Integrating Research-like Authentic Inquirymentioning

confidence: 99%

Looking to Move Away from Expository General Chemistry Laboratories? We May Have a Cure for What “Ales” You

et al. 2022

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“…Chemistry courses for nonmajors are important curricular contributions as they play a key role in improving scientific literacy of undergraduates . Nonmajors chemistry courses give instructors opportunities to explore creative use of themes, and published examples include use of art, − food chemistry, − medicinal chemistry, , and popular culture. − Additional reports detail successful pedagogical approaches used in nonmajors courses, such as community outreach, , innovative projects, − learning communities, − and travel components. ,,, While most published work focuses on face-to-face courses, teaching nonmajors in a fully online course can allow for greater flexibility for both students and instructors, especially when taught asynchronously. Laboratory projects can be completed at home through such approaches as preassembled kits, household chemicals, and simulations. − Additional creative approaches no doubt were developed in early 2020 when instructors had to quickly pivot from face-to-face classrooms and laboratories to remote delivery, and readers are encouraged to consult the Journal for additional suggestions.…”

Section: Institution and Course Backgroundmentioning

confidence: 99%

Learning Postdisruption: Lessons from Students in a Fully Online Nonmajors Laboratory Course

et al. 2020

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Students and instructors bring varying levels of experience and expectations to online learning. This became even more apparent in March 2020 when the pandemic disrupted faceto-face instruction and required rapid conversion to remote teaching. In this study, mixed methods were used to understand how students perceived these instructional changes and to examine the effects of remote learning on their approach to subsequent coursework and faculty interactions. First, open-ended survey data collected from students enrolled in a summer 2020 nonmajors asynchronous laboratory course were analyzed to learn more about students' spring 2020 remote learning experiences. The questions directly addressed remote learning experiences and emphasized study strategies learned, faculty communication modes, and students' perceived ability at taking online courses. Second, four consecutive years of survey dataincluding both Likert-type scale surveys and open-ended questionswere analyzed to identify core themes and to measure variations between cohorts. These data present a unique opportunity in that they allow for critical analyses and document differences in online learning experiences for student cohorts pre-(2017−2019) and post-(2020) the COVID-19 disruption. The findings from the survey data can be used to inform how faculty may better focus their teaching efforts while promoting student learning and engagement during a time of continued teaching disruption and uncertainty. The overall results of this study are applicable to all levels of chemistry courses. In addition, the established nonmajors online laboratory course model presented in this study provides a strong example for others who are developing new online or hybrid chemistry courses.

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“…Moreover, part of workers' remuneration was in beer, and "brewing beer" was an excused cause for absence from work [1]- [3]. Today, brewing in the laboratory can be considered a comprehensive and integral platform for teaching and interdisciplinary activity to enhance the learning concepts related to chemistry, chemical engineering, food sciences, and business [4]- [10]. In this regard, instrumental chemistry is related to the brewing process to determine beer quality and the content of fermentable sugars and ethanol.…”

Section: Introductionmentioning

confidence: 99%

Brewing Beer from Malt Extract as University Laboratory Experiment to Enhance Chemical Engineering Learning Outcomes Understanding

et al. 2022

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Brewing beer is one of the most popular food processes in the current society, and it has been widely used as a learning course at many universities. However, most laboratory experiences take a very long time for development. In this work, we discuss the brewing process from malt extract as an intelligent way to reduce the timing for implementation by simplifying some of its stages, such as malting or mashing, but remaining the same core process. During brewing with malt extract, the students deal with this multidisciplinary process, enhancing primary learning outcomes related to the unit operations of chemical engineering applied to the food industry. At the university level, the addition of brewing as a laboratory experiment might directly affect the productive fabric of the area through the development of new beer-related businesses.

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Fermentation Chemistry: A Study Abroad Course

Cited by 29 publications

References 32 publications

Looking to Move Away from Expository General Chemistry Laboratories? We May Have a Cure for What “Ales” You

Looking to Move Away from Expository General Chemistry Laboratories? We May Have a Cure for What “Ales” You

Learning Postdisruption: Lessons from Students in a Fully Online Nonmajors Laboratory Course

Brewing Beer from Malt Extract as University Laboratory Experiment to Enhance Chemical Engineering Learning Outcomes Understanding

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