Course Description
PREPARATION FOR GENERAL CHEM, CHEM 001
Problem solving methods to succeed in general chemistry; this is an online virtual learning course. Students with credit for CHEM 001A or CHEM 01HA not eligible. Concurrent enrollment in CHEM 001A or CHEM 01HA is not allowed. Counts toward the 180-unit graduation requirement but does not satisfy major or college requirements. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of CHEM 001 or CHEM 001W.
Key Information
Credit: 2 quarter units /
1.33 semester units credit
UC Riverside, Chemistry
Course Credit:
Upon successful completion, all online courses offered through cross-enrollment provide UC unit credit. Some courses are approved for GE, major preparation and/or, major credit or can be used as a substitute for a course at your campus.If "unit credit" is listed by your campus, consult your department, academic adviser or Student Affairs division to inquire about the petition process for more than unit credit for the course.
UC Berkeley:
Unit Credit
UC Davis:
General Education: QL, SE, SL.
UC Irvine:
Unit Credit
UC Los Angeles:
Unit Credit
UC Merced:
Unit Credit (see your Academic Advisor)
UC Riverside:
General Education: Elective units
UC San Diego:
General Education: Revelle - Chemistry, or one course towards Natural Science; Muir: by petition, may apply toward matching GE sequence to Natural Sciences; Seventh - 1 course towards Alternatives - Natural Sciences and Engineering; Muir: 1 course in a Natural Sciences theme in "Chemistry, Physics, and the Environment"
UC San Francisco:
Unit Credit
UC Santa Barbara:
Unit Credit
UC Santa Cruz:
Unit Credit
Course Fees
None
Course Creator
Jack Eichler
As a teaching track faculty member, my primary focus of scholarly activity lies in developing, implementing, and assessing more engaging learning environments for large enrollment general chemistry courses. I was the principal investigator on a United States Department of Agriculture Higher Education Challenge Grant Program project that helped recruit incoming freshmen to participate in an Environmental-Agricultural Science learning community. In this learning community, our students were engaged in environmental-based case studies in our general chemistry sequence, introduced to environmental/agricultural based research in a freshman seminar course, and then recruited to work on independent research projects under the guidance of a faculty mentor. I was also the principal investigator on a National Science Foundation Transforming Undergraduate Education in STEM (TUES) project that developed, implemented, and disseminated a series of problem-based case studies in our two year general chemistry/organic chemistry sequence. I am currently the principal investigator on a National Science Foundation Improving Undergraduate STEM Education (IUSE) project in which we are adapting our problem-based studies to be used as in-class activities for flipped classroom modules. Preliminary studies demonstrate that implementing 4-6 flipped classroom modules in one quarter of general chemistry significantly increases the amount of active learning that takes place in lecture, and students participating in the flipped classroom modules perform better in the course than students in traditional lectures. Future work will focus on continuing to develop and implement flipped classroom modules, and work with faculty from other institutions to begin a broader dissemination project to promote the use of these active learning pedagogies in large introductory chemistry courses.
As a teaching track faculty member, my primary focus of scholarly activity lies in developing, implementing, and assessing more engaging learning environments for large enrollment general chemistry courses. I was the principal investigator on a United States Department of Agriculture Higher Education Challenge Grant Program project that helped recruit incoming freshmen to participate in an ...
As a teaching track faculty member, my primary focus of scholarly activity lies in developing, implementing, and assessing more engaging learning environments for large enrollment general chemistry courses. I was the principal investigator on a United States Department of Agriculture Higher Education Challenge Grant Program project that helped recruit incoming freshmen to participate in an Environmental-Agricultural Science learning community. In this learning community, our students were engaged in environmental-based case studies in our general chemistry sequence, introduced to environmental/agricultural based research in a freshman seminar course, and then recruited to work on independent research projects under the guidance of a faculty mentor. I was also the principal investigator on a National Science Foundation Transforming Undergraduate Education in STEM (TUES) project that developed, implemented, and disseminated a series of problem-based case studies in our two year general chemistry/organic chemistry sequence. I am currently the principal investigator on a National Science Foundation Improving Undergraduate STEM Education (IUSE) project in which we are adapting our problem-based studies to be used as in-class activities for flipped classroom modules. Preliminary studies demonstrate that implementing 4-6 flipped classroom modules in one quarter of general chemistry significantly increases the amount of active learning that takes place in lecture, and students participating in the flipped classroom modules perform better in the course than students in traditional lectures. Future work will focus on continuing to develop and implement flipped classroom modules, and work with faculty from other institutions to begin a broader dissemination project to promote the use of these active learning pedagogies in large introductory chemistry courses.
* To be notified, please provide all requested information
Please enter valid email.
