Sustainable Development Goals

"United we stand, divided we fall."--Aesop. Aggregation-induced emission (AIE) refers to a photophysical phenomenon shown by a group of luminogenic materials that are non-emissive when they are dissolved in good solvents as molecules but become highly luminescent when they are clustered in poor solvents or solid state as aggregates. In this Review we summarize the recent progresses made in the area of AIE research. We conduct mechanistic analyses of the AIE processes, unify the restriction of intramolecular motions (RIM) as the main cause for the AIE effects, and derive RIM-based molecular engineering strategies for the design of new AIE luminogens (AIEgens). Typical examples of the newly developed AIEgens and their high-tech applications as optoelectronic materials, chemical sensors and biomedical probes are presented and discussed.

Aggregation-Induced Emission: The Whole Is More Brilliant than the Parts

On Educational psychology: A cognitive view.

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The Uses Of Argument

McKenney, S. (2012, 4-5 September). What is educational design research? Invited lecture for the Crossfield Graduate School at the University of St. Gallen, St. Gallen, Switzerland.

What is educational design research

Stereocontrolled synthesis of tetrasubstituted olefins.

Organic chemistry is a traditionally difficult subject with high failure & withdrawal rates and many areas of conceptual difficulty for students. To promote student learning and success, four undergraduate organic chemistry and spectroscopy courses at the first to third year level (17–420 students) were “flipped” in 2013–2014. In the flipped course, content traditionally delivered in lectures is moved online; class time is dedicated to focused learning activities. The three large courses were taught in English, the small one in French. To structure the courses, each course's intended learning outcomes (ILOs) were analyzed to decide which course components would be delivered online and which would be addressed in class. Short (2–15 min), specific videos were created to replace lectures. Online and in-class learning activities were created in alignment with the ILOs; assessment was also aligned with the ILOs. A learning evaluation was undertaken to determine the impact of the new course structure, using Guskey's evaluation model. Analysis of students' grades, withdrawal rates, and failure rates were made between courses that had a flipped model and courses taught in previous years in a lecture format. The results showed a statistically significant improvement in students' grades and decreased withdrawal and failure rates, although a causal link to the new flipped class format cannot be concluded. Student surveys and course evaluations revealed high student satisfaction; this author also had a very positive experience teaching in the new model. The courses' overall design and evaluation method could readily be adapted to other chemistry, science and other courses, including the use of learning outcomes, the weekly course structure, online learning management system design, and instructional strategies for large and small classes.

Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French

A significant redesign of the introductory organic chemistry curriculum at the authors’ institution is described. There are two aspects that differ greatly from a typical functional group approach. First, organic reaction mechanisms and the electron-pushing formalism are taught before students have learned a single reaction. The conservation of electrons, atoms, and formal charges, how the use of curved arrows helps describe the mechanism, and how to predict reaction mechanisms are emphasized. Second, the reactions taught in the first two semesters of organic chemistry are arranged by their governing mechanism, rather than by functional group. The reactions are taught in order of increasing difficulty, beginning with acid–base reactions, followed by simple additions to π electrophiles, and ending the first semester with addition to π nucleophiles, including aromatic chemistry. The reactions in the second organic semester begin with elimination reactions, then substitutions, and finally more complex π nucl...

Mechanisms before Reactions: A Mechanistic Approach to the Organic Chemistry Curriculum Based on Patterns of Electron Flow

The fourth-year undergraduate synthetic organic and medicinal chemistry laboratory course at the University of Ottawa was transformed from a traditional laboratory format to a problem-based learning (PBL) format. Authentic problems were developed that closely resembled the types of problems that scientists regularly confront. The development, implementation, and challenges of the fourth-year organic and medicinal chemistry laboratory course taught in PBL format are discussed, as well as results and feedback from the course.

The Development and Implementation of a Problem-Based Learning Format in a Fourth-Year Undergraduate Synthetic Organic and Medicinal Chemistry Laboratory Course

Research on mechanistic thinking in organic chemistry has shown that students attribute little meaning to the electron-pushing (i.e., curved arrow) formalism. At the University of Ottawa, a new curriculum has been developed in which students are taught the electron-pushing formalism prior to instruction on specific reactions—this formalism is part of organic chemistry's language. Students then learn reactions according to the pattern of their governing mechanism and in order of increasing complexity. If students are fluent in organic chemistry's language, they should have lower cognitive load demands when learning new reactions, and be better positioned to connect the three levels of chemistry's triplet (i.e., Johnstone's triangle). We developed a qualitative research protocol to explore how students use and interpret the mechanistic language. Twenty-nine first-semester organic chemistry students were interviewed, in which they were asked to (1) explain a mechanism, given all the starting materials, intermediates, products, and electron-pushing arrows, (2) draw in arrows for a reaction mechanism, given the starting materials and products of each step, and (3) predict the product of a reaction step, given the starting materials and electron-pushing arrows for that step. To investigate the students’ ideas about mechanistic language rather than their knowledge of specific reactions, we selected reactions for the interview guide that had not yet been taught. Following transcription, we analyzed the interviews using constant comparative analysis to explore how students used and interpreted the mechanistic language. Four categories of student thinking emerged with electron movement underlying students’ thinking throughout the interviews. Herein, we discuss these categories, students’ interpretation of the symbolism, connections to learning theory, and implications for teaching, learning, and research.

Alison B. Flynn

Papers

Stereocontrolled synthesis of tetrasubstituted olefins.

Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French

Mechanisms before Reactions: A Mechanistic Approach to the Organic Chemistry Curriculum Based on Patterns of Electron Flow

The Development and Implementation of a Problem-Based Learning Format in a Fourth-Year Undergraduate Synthetic Organic and Medicinal Chemistry Laboratory Course

Students’ interpretations of mechanistic language in organic chemistry before learning reactions