Maintaining rigor in an online chemistry course is of the utmost importance to ensure students acquire equivalent knowledge when compared to an in-person, on-ground course. Multiple approaches can be employed to ensure online chemistry courses maintain rigor and academic integrity in the online chemistry classroom. Best practices regarding the structure of remote and online courses are discussed. Types of questions utilized in online assessments, assessment settings that discourage cheating, and the use of online proctoring will be shared. A variety of methodologies utilized, course structure, and strategies for maintaining rigor and academic integrity in introductory and general chemistry courses at multiple institutions will be presented.

Future science, technology, engineering, and mathematics (STEM) professionals are a key part of dealing with disasters like that of the coronavirus disease of 2019, but the pandemic may result in a gap in individuals joining the STEM workforce. In the present work, we offer a picture of our students’ identity as scientists and intentions to pursue a science career from before and after the transition to online instruction that occurred as part of the initial phase of the pandemic response. Additionally, we asked our students to describe the ways this transition has affected their academic plans to provide an in-depth look into their intentions. Data collection involved the administration of a questionnaire to first-year general chemistry laboratory students at the beginning and end of the spring 2020 semester (January–May). The data indicate that there was no significant change to our students’ identities and intention to pursue a career in science during spring 2020, and our students written responses indicate that they are making short-term academic changes that could affect their graduation date but do not suggest any serious changes to career plans. We conclude that the initial transition to online instruction due to the pandemic had a minimal effect on our students’ career intentions, and future work can use this data to better understand the long-term effects of the pandemic on STEM students.

t P-31{H-1} nuclear magnetic resonance spectroscopy is a particularly useful tool for studying the reactions of P-donor ligands such as phosphines and phosphites with transition metals and other Lewis bases because the reactions take place on the nonbonding pair of electrons on the phosphorus. In addition, P-31{H-1} has a 100% natural abundance and a high gyromagnetic ratio resulting in a high sensitivity that allows the spectra to be recorded using small amounts of sample. An activity that combines air sensitive synthesis of transition metal complexes of P-donor ligands and the characterization of these complexes with P-31{H-1} NMR spectroscopy has been developed for an upper-division, laboratory-based inorganic course. This laboratory familiarizes students with this useful nucleus for NMR spectroscopy and allows them to study the factors that affect the P-31{H-1} NMR chemical shifts of phosphorus-donor ligands and their transition metal complexes. Details of the activity, including procedure and pretest, are provided. Alternative methods and presentations are also proposed.

Identification and quantification of an unknown illicit drug (cocaine) from both simulated drug paraphernalia and simulated urine can be achieved via direct analysis in real time (DART) triple quadrupole linear ion trap (QTRAP) mass spectrometry (MS). We describe a novel, hands-on laboratory activity which utilizes the recent DART technology interfaced with a tandem mass spectrometer for the purpose of integrating recent technology into a quantitative analysis course, reinforcing chemical concepts, improving critical thinking and written communication skills, and providing a context for real-life analyses. The hands-on laboratory activity requires students to use good laboratory practice, perform common laboratory calculations, and think critically to perform both qualitative and quantitative analyses and answer real-life forensic questions. Assessments include prelaboratory activity questions, observations during the activity, postlaboratory activity written report, and anonymous summative activity.

Sample handling and laboratory notebook maintenance are necessary skills but can seem abstract if not presented to students in context. An introductory exercise focusing on proper sample handling, data collection and laboratory notebook keeping for the general chemistry laboratory was developed to emphasize the importance of keeping an accurate notebook. The exercise requires minimal technique or prior knowledge, and as such provides students a comfortable introduction to the college laboratory setting. Details of the activity, including preparation, background, procedure, and postactivity instruction, are provided. Alternative uses and application of the activity are also proposed.

Correction for ‘Video reports as a novel alternate assessment in the undergraduate chemistry laboratory’ by Mitzy A. Erdmann and Joe L. March, Chem. Educ. Res. Pract., 2014, 15, 650–657.

The increased use of video capable cellular phones to document everyday life presents educators with an exciting opportunity to extend this capability into the introductory laboratory. The study assessed whether students enrolled in a southeastern U. S. university's first-year laboratory course retained technical information at a higher rate after creating a technique video. These videos were created on hand-held video capable devices that students owned prior to enrolling in the course, eliminating additional cost to students. Pre-/post-test analysis (N = 509) was performed to determine short-and long-term learning gains regarding reporting the volume of graduated glassware to the proper number of significant figures. Though both groups used various graduated glassware throughout the term, chi-square analysis showed that students who created a video detailing use of a Mohr pipet reported the volume of graduated glassware correctly on the final exam and laboratory practical at a significantly higher rate than those students who received only verbal instruction on the technique.