a fascinating science but one with a public relations
problem, due in part to the way traditional
general chemistry courses are taught. Yet understanding chemistry is foundational for a wide range of scientific disciplines, including the biological sciences.
To improve chemistry instruction and learning outcomes, we have developed a coherent, engaging, and rigorous text together with uniquely interactive beSocratic formative assessments. We are in the process of extending CLUE to include organic chemistry (CLUE+O!CLUE).
The CLUE curriculum has been taught a number of times at a number of institutions; we find robust improvements in student learning outcomes that persist into subsequent courses.
Interested in adopting CLUE, let us know - CLUE materials (including the textbook) are free.
- Cooper & Klymkowsky. 2013. Chemistry, life, the universe, and everything: a new approach to general chemistry, and a model for curriculum reform. Journal of Chemical Education 90: 1116-1122
- Klymkowsky & Cooper. 2012. Now for the hard part: The path to coherent curricular design Biochemistry and Molecular Biology Education 40:271–272.
- Cooper, Underwood, Hilley & Klymkowsky. 2012. Development and assessment of a molecular structure and properties learning progression. J. Chem. Edu., 89: 1351–1357 doi.org/10.1021/ed300083a.
- Cooper & Klymkowsky. 2013. The trouble with chemical energy. CBE Life Sci Educ. 12:306-12. doi: 10.1187/cbe.12-10-0170.
- Cooper. Corley & Underwood. 2013. An investigation of college chemistry students understanding of structure-property relationships J. Res. Sci. Teach. 50: 699–721.
- Cooper, Williams & Underwood. 2015. Student understanding of intermolecular forces: a multimodal study. J. Chem Educ. DOI: 10.1021/acs.jchemed.5b00169.
- Williams, Underwood, Klymkowsky & Cooper. 2015. Are non-convalent interactions an Achilles heel in chemistry instruction and student understanding. J. Chem. Ed., 92:1979–1987.