That’s awful, esp at a conference like ABRCMS. I hope the student is doing okay! I’m not sure why people say things like that.

I do 10-12 min quizzes in class, 1-2 problems. It does take up time but I’m able to check into what students are missing & intervene. I’ve cut some content unfortunately, I don’t get as deep into MO theory or redox reactions. That content they’ll see again in chem 2 to get more practice.

I assign pre- & post-lecture questions & give weekly quizzes on Fridays. I prepared reading guides, sort of fill in the blank & walk through problems alongside the book. Many really like as the book can still be a lot. These smaller assignments have them “studying” or looking at material more.

We have three 55-min lectures and a 3-hr lab section = 4-credit hr. A PUI w/o grad student TAs.
I tell students they should be studying minimum 6 hrs a week. We have a majors section & the rest are open to all majors. In the majors section we can go deeper on topics as most have had gen chem in HS.

Wow!!

This new class has been a lot of prep work but so much fun to get back into some grad school methods! We first learn some theory (PE functions, scoring, sampling, etc) and have hands-on mini-workshops in the computer lab. The main issues have been internet browsers cause different issues. 🙃

We used Zinc20 to download mol2 files. A quick overview of drug discovery & target ID. I wish I had this in undergrad, I only used some tools in grad school. It’s been exciting to see how computational tools are free & lower entry barrier! They only paywall was a nature reviews drug discovery paper.

It’s been a rough week. I’ve been having trouble sleeping and yes this affects teaching :(