Friday, March 19, 2021 - 2:30pm

Learning chemistry is difficult for large portions of the student body, though more than 130 majors on our campus require at least some general chemistry. Historically, these courses are high enrollment, low resource, and have high DFW (non-passing) rates.  They are viewed by many students as “weed out” courses. 

In an era of tight budgets and decreasing resources, what can we do to get less prepared students up to speed and progressing toward their intended major?  I have been tinkering with pedagogy in the general chemistry program over many years and see some hints of improvement using scalable interventions.   I’ll share my thoughts and ask for yours as I describe some of my pedagogical experiments.


Michelle Driessen


University of Minnesota


Virtual Seminar