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Teaching with the Case Study Method To Promote Active Learning in a Small Molecule Crystallography Course for Chemistry Students

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Department of Chemistry and Chemical Biology, Harvard University, 12 Oxford Street, Cambridge, Massachusetts 02138, United States
Cite this: J. Chem. Educ. 2016, 93, 2, 270–274
Publication Date (Web):December 17, 2015
https://doi.org/10.1021/acs.jchemed.5b00629
Copyright © 2015 The American Chemical Society and Division of Chemical Education, Inc.
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Abstract

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Implementing the case study method in a practical X-ray crystallography course designed for graduate or upper-level undergraduate chemistry students is described. Compared with a traditional lecture format, assigning small groups of students to examine literature case studies encourages more active engagement with the course material and stimulates improved class discussion. In particular, a judicious selection of case studies either from high-profile publications or from literature directly pertaining to students’ fields of research allows students to draw an immediate connection between the lecture material and their own academic/research interests.

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This article is cited by 16 publications.

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  2. Flávia M. Bernardi, Maurícius S. Pazinato. The Case Study Method in Chemistry Teaching: A Systematic Review. Journal of Chemical Education 2022, 99 (3) , 1211-1219. https://doi.org/10.1021/acs.jchemed.1c00733
  3. Yuyang Dong, Shao-Liang Zheng. Resolving Space-Group-Choice Dilemma in Small-Molecule Crystallography for Chemistry Students Using Case-Based Learning Modules. Journal of Chemical Education 2021, 98 (10) , 3180-3188. https://doi.org/10.1021/acs.jchemed.1c00267
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  16. Kyle M. Stiers, Christopher B. Lee, Jay C. Nix, John J. Tanner, Lesa J. Beamer. Synchrotron-based macromolecular crystallography module for an undergraduate biochemistry laboratory course. Journal of Applied Crystallography 2016, 49 (6) , 2235-2243. https://doi.org/10.1107/S1600576716016800

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