StayCentred: Maintaining Personal Education at Centre College During COVID-19

• Published in: Journal of chemical education Vol. 97; no. 9; pp. 2783 - 2787
• Main Authors: Fulfer, Kristen D, Wachter, Erin, Muzyka, Jennifer L, Demoranville, Leonard T, Fieberg, Jeffrey E, Haile, January D, Scott, Daniel, Song, Yang, Workman, José M, Young, Karin J
• Format: Journal Article
• Language: English
• Published: Easton American Chemical Society and Division of Chemical Education, Inc 08.09.2020; Division of Chemical Education, Inc; American Chemical Society
• Subjects: Chemistry; Chemists; College Faculty; College Science; College Students; Colleges & universities; COVID-19; Distance Education; Educational Technology; Interaction; Learning; Learning environment; Online Courses; Online instruction; Pandemics; School Closing; Science education; Science Instruction; Students; Teaching methods; Technology; Technology Uses in Education; Undergraduate Study; Kentucky; First Year Undergraduate/General; Nonmajor Courses; Upper-Division Undergraduate; Analytical Chemistry; Laboratory Computing/Interfacing; Physical Chemistry; Student-Centered Learning; Second-Year Undergraduate; Distance Learning/Self Instruction; Internet/Web-Based Learning; Biochemistry; Organic Chemistry
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.0c00726

The transition to a remote teaching and learning environment was quick and painful at times, and yet it was a learning experience for everyone. The chemists at Centre College utilized new (to them) technology to reimagine the typical face to face interactions with students and colleagues. From Slack to Pear Deck to Zoom classrooms, the faculty and students engaged with a variety of platforms to continue to learn remotely despite the challenges of the global pandemic. The faculty learned the value of utilizing different types of technology, and the students learned some important skills and content.