A5023696035- Organophosphorus compounds synthesis
- Phosphorus compounds and reactions
- Asymmetric Synthesis and Catalysis
- Experimental Learning in Engineering
- Innovative Teaching Methods
- Synthesis and Reactivity of Sulfur-Containing Compounds
- Oxidative Organic Chemistry Reactions
- Evaluation of Teaching Practices
- Synthetic Organic Chemistry Methods
- Organic Chemistry Cycloaddition Reactions
- Science Education and Pedagogy
- Organic and Inorganic Chemical Reactions
- Open Education and E-Learning
- Cyclopropane Reaction Mechanisms
- Analytical Chemistry and Chromatography
- Fluorine in Organic Chemistry
- Problem and Project Based Learning
- Innovative Teaching and Learning Methods
- Various Chemistry Research Topics
- Bioactive Compounds and Antitumor Agents
- Student Assessment and Feedback
- Synthesis and characterization of novel inorganic/organometallic compounds
- Synthesis of heterocyclic compounds
- Chemical Synthesis and Reactions
- Mobile Learning in Education
Virginia Commonwealth University
2001-2025
University of Iowa
2020
University of Richmond
2018
Brown University
1989
Washington State University
1984-1987
Abstract Background Process skills such as critical thinking and information processing are commonly stated outcomes for STEM undergraduate degree programs, but instructors often do not explicitly assess these in their courses. Students more likely to develop crucial if there is constructive alignment between an instructor’s intended learning outcomes, the tasks that instructor students perform, assessment tools uses. Rubrics each process skill can enhance this by creating a shared...
Several active-learning pedagogies involve groups of students working together to construct their own understanding course content. In these classrooms, the instructor serves as a facilitator learning, by interacting with every group, engaging in discussions, answering questions, and providing formative feedback. This type interaction can be challenging for instructors large enrollment classes. The use undergraduate teaching assistants (TAs) during "lecture" periods is an effective way...
ADVERTISEMENT RETURN TO ISSUEPREVArticleNEXTA Method for Writing Open-Ended Curved Arrow Notation Questions Multiple-Choice Exams and Electronic-Response SystemsAndrei R. Straumanis Suzanne M. Ruder View Author Information Department of Chemistry Biochemistry, College Charleston, SC 29424 Chemistry, Virginia Commonwealth University, Richmond, VA 23284Cite this: J. Chem. Educ. 2009, 86, 12, 1392Publication Date (Web):December 1, 2009Publication History Received3 August 2009Published online1...
As part of the response to COVID-19 pandemic in spring 2020 semester, a large-lecture organic POGIL classroom was moved completely online. Normally course involved daily group work that facilitated by undergraduate teaching assistants, and these TAs would also assess student process skills such as critical thinking, information processing, teamwork, communication. After move online instruction, format dramatically changed. In this communication, we describe ways which attempted maintain...
ADVERTISEMENT RETURN TO ISSUEPREVArticleNEXTVinylquinone ketals as Diels-Alder dienes. Construction of functionalized naphthalenes and nonlinear polycyclic aromaticsKathlyn A. Parker Suzanne M. RuderCite this: J. Am. Chem. Soc. 1989, 111, 15, 5948–5949Publication Date (Print):July 1, 1989Publication History Published online1 May 2002Published inissue 1 July 1989https://pubs.acs.org/doi/10.1021/ja00197a069https://doi.org/10.1021/ja00197a069research-articleACS PublicationsRequest reuse...
ADVERTISEMENT RETURN TO ISSUEPREVArticleNEXTNew Bouncing Curved Arrow Technique for the Depiction of Organic MechanismsAndrei R. Straumanis and Suzanne M. Ruder View Author Information Department Chemistry Biochemistry, College Charleston, SC 29424 Chemistry, Virginia Commonwealth University, Richmond, VA 23284Cite this: J. Chem. Educ. 2009, 86, 12, 1389Publication Date (Web):December 1, 2009Publication History Received3 August 2009Published online1 December inissue 1...
Feedback is an important aspect of the learning process. The immediate feedback assessment technique (IF-AT®) form allows students to receive on their answers during a testing event. Studies with introductory psychology supported both perceived and real student gains when this was used testing. Knowing that negative perceptions innovative classroom techniques can create roadblocks, research focused gathering responses using IF-AT® forms for in general chemistry 1 organic 2 classes at several...
AbstractTo improve student process-skill development, a novel type of rubric was developed that goes beyond typical analytic by providing detailed feedback to students. Process skills are transferable such as information processing, critical thinking, communication, and teamwork; these necessary for success in all STEM courses well the workforce. In addition categories descriptors commonly found rubrics, "feedback-style" rubrics also contain observable characteristics suggestions...
Assessments can provide instructors and students with valuable information regarding student's level of knowledge understanding, in order to improve both teaching learning. In this study, we analyzed departmental assessment quizzes given at the start Organic Chemistry 2, over an eight year period. This quiz was designed test on core concepts from 1 that require use symbolic representations, such as drawing Lewis structures using curved arrows. Using statistical analysis, it found performed...
Active learning environments are ideal settings to help students develop process skills such as teamwork, critical thinking, and problem solving. However, implementing active pedagogies where have the opportunity these can be challenging in large enrollment courses. With assistance of undergraduate teaching assistants (TAs), instructors provide an experience a team during typical "lecture" period. Most TAs little no with facilitating environments, even less identifying assessing skills....
ADVERTISEMENT RETURN TO ISSUEPREVArticleNEXTRing Expansion Reactions of Cyclic .beta.-Keto PhosphonatesSuzanne M. Ruder and Vithalanand R. KulkarniCite this: J. Org. Chem. 1995, 60, 10, 3084–3091Publication Date (Print):May 1, 1995Publication History Published online1 May 2002Published inissue 1 1995https://pubs.acs.org/doi/10.1021/jo00115a024https://doi.org/10.1021/jo00115a024research-articleACS PublicationsRequest reuse permissionsArticle Views239Altmetric-Citations14LEARN ABOUT THESE...
Alkylation of cyclic ß-oxophosphonates using the ion pair extractive-phase transfer catalysis method was studied 2-(diethoxyphosphinyl) cyclohexanone as model compound. Unlike related phosphonic acid derivatives, exhibited ambident character under phase conditions when dichloromethane used solvent. Carbon alkylation most effective activated and sterically less demanding alkyl halides were utilized.
The synthesis and characterization of novel N-arylhydroxylamine-based molecular wires are described for use in the site-directed covalent immobilization whole IgG antibodies onto gold electrode surfaces. hydroxylamine, electrochemically generated situ from reduction corresponding nitrobenzene, is stable under a wide range solution conditions reacts selectively with carbohydrate away antibody-binding site to allow development immunosensors maximal activity. Cyclic voltammetric responses have...
S. M. Ruder and V. R. Kulkarni, J. Chem. Soc., Commun., 1994, 2119 DOI: 10.1039/C39940002119
Highly substituted cyclic β-alkoxyvinyl phosphonates underwent thermal [2+2] cycloaddition with activated ketenes to afford bicyclic phosphonates. Fragmentation of the central polarized bond this system occurred readily upon treatment zinc in acetic acid, give rise ring expanded products. This method provides access cycloheptane-1,3-diones at 4-position a phosphonate group.