Converting a first-term, accelerated summer organic chemistry course to a flipped format reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to "get ahead" and Repeaters taking the course to "get back on track". The difference in…

Activities and strategies will be discussed that have helped students at the Xavier University of Louisiana, a historically Black and Catholic university, effectively engage in the course and learn organic chemistry in an online synchronous remote mode during the five-week summer session courses (summer 2020 and summer 2021) using video-creations,…

This paper describes the development and implementation of GAPc, a gamification project in chemistry. GAPc is an online active student-centered remedial teaching tool allowing prospective and enrolled students to electronically assess their knowledge of basic and advanced chemistry concepts via different game levels of expertise. This provides…

A summer course was developed with the goal of preparing girls to succeed in secondary school chemistry. Group work and mathematical, logical, and laboratory skills were stressed in the course, with minimal emphasis on memorization. Students who took the summer course ranked statistically higher during their first semester of high school chemistry…

Describes teaching an activity-oriented high school chemistry course during a six-week summer session, including personal experiences of the teacher, laboratory activities completed, examinations, parental involvement, and some innovations that worked. (JN)