Chemistry Education at the University of Southern Mississippi Through Computation and Active Learning Methods

Education is one of the pillars of society. It evolves alongside scientific progress, shaping how students learn and engage with complex topics. The incorporation of new educational standards at The University of Southern Mississippi (USM) was implemented in two parts: through computational chemistry laboratory exercises for teaching laboratories and through the synthesis of organic molecules for research projects in an upper-level spectroscopy class. The goal of these projects is to improve learning of abstract and/or complex topics beyond the teaching methods traditionally utilized in the undergraduate laboratory and in the classroom. Computational chemistry, which uses theoretical calculations to model molecular properties and reactions, plays a crucial role in fields like medicine, engineering, and environmental sciences. However, USM currently offers no computational chemistry courses. To address this oversight, WebMO-based exercises were developed for general and organic chemistry labs and incorporated into Organic Chemistry I and II in a hybrid format, with pre- and post-lab surveys to assess their impact. Preliminary results suggest that despite challenges like software unfamiliarity, the exercises successfully introduced computational chemistry concepts into the undergraduate curriculum. With the ease of using WebMO, exercises are also being developed to utilize this software to understand relevant interactions between a catalyst and substrate, which are relevant to projects in my mentor’s research group. Additionally, an advanced spectroscopy course at USM focuses on elucidating the structure of organic molecules using a combination of nuclear magnetic resonance (NMR), infrared spectroscopy (IR), and mass spectrometry (MS). Over the summer, seven organic compounds were synthesized and purified through flash chromatography and analyzed using these techniques. A detailed structural analysis was created as a key for both the instructor and students after submission. Students will receive the raw data from each technique and then must analyze how these techniques work together to determine the structure of organic compounds. Together, these efforts bridge the gap between theoretical knowledge and practical application, enhancing education at USM and preparing students for the demands of modern scientific careers.