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Chem 161-General Biochemistry

Reflection on Instructional Change:

In my course redesign, I was focused on how to make a virtual class more engaging for students. Once a week, I pre-record a lecture covering the basics on a particular class of biomolecule, such as proteins. Then during the following in-person lecture, I cover that same type of biomolecule, but now in the context of SARS-CoV-2. The students were then able to select a SARS-CoV-2 related protein with a solved structure from the Protein Data Bank (PDB) and to learn more about the structure and function of that protein for their project. To facilitate this, students were placed in groups of 4-5 students and provided class time to work on their different, but related, protein projects in collaborative breakout rooms. The completion of the project will occur in early November when the students will each submit their findings for their selected protein. After the COVID-19 module is completed, I will then use a similar format to have the students examine various metabolic pathways.

To ensure good student engagement during class, I have used a variety of tools. First, as mentioned above, breakout rooms were used strategically to allow peer learning opportunities. Second, I use Zoom polls weekly to entice the students to come to class. The questions are not related to the course, but are fun questions, and the students earn attendance points.

To address equity issues, I have developed outlines that I use during lecture for the students use to take organized notes, and I also post my written notes each day so everyone has access to the same material. This is in addition to making the class session recordings available for all lectures.

Zoom polls were used to increase attendance to the synchronous lectures.

Students learned how to use the Protein Data Bank to learn about the proteins of SARS-CoV-2.

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This is an example of an outline the students are provided to help them take good class notes.

Outlines were provided for the students to take organized notes and to follow along with my lecture.

Post Side Car - Syllabus and Schedule

Pre-Side Car - Syllabus and Schedule

Faculty Biography

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Professor McReynolds backpacking in Tahoe in 2019

This is my 20th year at Sac State! I am a bio-organic chemist and my research is focused on developing glycopolymers as anti-viral agents, which includes HIV-1, and now, SARS-CoV-2. I am deeply committed to providing opportunities for students to learn chemistry from both the hands-on and theoretical perspectives. My goal is to provide them with the practical tools they need to be successful in their future careers.

This work was supported by the National Science Foundation NSF Hispanic Serving Institution Award 1832335. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.