chemistry

MindTap General Chemistry Leads to Higher Grades and Success Rates at Texas Tech

Professor Greg Gellene, a Chemistry professor at Texas Tech University, was interested in improving the academic outcomes of his students in his Principles of Chemistry course. He liked many of MindTap General Chemistry’s student-centered features. He therefore decided to study the impact of MindTap General Chemistry in comparison to their current digital solution.

To do this, he compared the course grades and success rates of students in his section using MindTap General Chemistry with those in other sections using the other solution in Fall 2014. Additionally, he surveyed the students using MindTap General Chemistry to understand their experience with the product in the course.
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Get Started on OWLv2: How-To Videos

Created by teaching chemists, OWL is a powerful online learning system for chemistry. Its unique Mastery Learning approach allows students to practice at their own pace, receive meaningful feedback and access a variety of learning resources to help them master chemistry and achieve better grades.

Will you be using OWLv2 in your course this term? Gather helpful tips for getting started in the videos featured below.
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Efficacy of Online Web Learning (OWL) in Chemistry Courses

This study examines the effectiveness of a widely-used, post-secondary digital instructional tool, Write Experience, an online learning solution, employing automated essay scoring, dedicated to improving students’ written communication skills. Read More…


OWLBook: Improving Academic Outcomes in Chemistry at New Mexico State University

Is it possible to develop student study skills in general chemistry, while working to meet or exceed funding markers for success? In this study, follow the success of one program at New Mexico State University. Authored by Bill Vining, Susan Young, Roberta Day, and Beatrice Botch, OWLBook offered Dr. Dunlavy an assignable and online program specifically created to help students succeed in general chemistry classes.

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OWL Offers Colin Henck’s General Chemistry Students a Virtual Experience

Lab preparedness is essential to student safety and success in chemistry courses. At the same time, students need tools that help them maximize the use of their time. Discover how Colin Henck of University at Albany, State University of New York uses the LabSkills PreLabs within OWL to familiarize his students with important lab procedures, as well as the key concepts and mathematics related to their assigned experiments. You’ll also learn how LabSkills enables him to provide immediate and personalized feedback—whenever students need it most. You’ll also learn how LabSkills PreLabs helps his institution maintain grading consistency across the numerous sections of General Chemistry and Organic Chemistry taught each term. Read More…


Dr. Dan Moriarty’s Chemistry Students Master Skills at a Comfortable Pace with OWL

Students in General Chemistry often face math anxiety—and they often enter courses with varying levels of math preparedness. If you’re seeking an online learning solution that will help you address these issues, read the following Success Story featuring Dr. Dan Moriarty of Siena College (Loudonville, NY). There, you’ll see how he used OWL to provide a self-paced environment that offers plenty of opportunity for knowledge and skill building, as well as instant feedback and guidance that helps students concentrate on the areas that need additional attention and practice—thereby building their confidence in navigating the confidence they need to persist in the class. Read More…


OWL Triggers a Positive Reaction in Stephen Z. Goldberg’s Chemistry Students

Are you looking for an online learning solution that supports student mastery of the concepts and skills critical to your Chemistry course– while also discouraging procrastination and last-minute work? In the following Success Story, Stephen Z. Goldberg of Adelphi University (Long Island, NY) describes how OWL helps the students in his General Chemistry course stay motivated to keep up with their assignments, while still offering them tools that give them the flexibility to work at their own pace. He also shares how he uses OWL to monitor student performance and identify those areas where particular students may be at risk. Read More…


OWL Provides Improved Outcomes and Instant Feedback to Dr. Donald Neu’s Chemistry Students

Seeking a superior online learning solution that helps your students easily learn and understand the material in your Chemistry course— and obtain useful feedback when they need it most? In the following Success Story, you’ll see how Dr. Donald Neu of St. Cloud State University (St. Cloud, MN) used OWL to provide instant feedback, parameterized homework solutions, and dynamic resources that empower student learning (at all hours of the day)–resulting in improved student outcomes. Read More…


OWL Helps Dr. Victoria Volkis’s Organic Chemistry Students Improve Performance

As you begin each term of your Organic Chemistry course, you likely see a class full of students who possess varying levels of mastery in the skills and concepts that are foundational to your course. Are you looking for an online learning solution that supports these needs and helps students achieve your (and their) academic standards and goals? In the following Success Story, you’ll see how Dr. Victoria Volkis of University of Maryland Eastern Shore (Princess Anne, MD) used OWL to provide her students with a high-quality learning experience that increases their motivation and helps them improve their performance. You’ll also learn more about OWL’s ability to provide instant feedback as well as tutorials and resources that support students’ mastery of concepts and their drive for success. Read More…


Resources that Facilitate Mastery and Engagement in Chemistry Courses

An Interview with OWL Team Member William Vining, PhD. If you studied or taught Chemistry in high school or college back in the 1970’s, 1980’s, or earlier, you probably remember homework assignments that required hand drawings of molecules and hand-written responses. By the time the homework had been graded and handed back to students, particularly if the class size was large, the class had moved on to another topic. Because of the lag time, the professor’s feedback could not be easily used to help the student master a set of concepts before the class had moved on to a more Read More…