Professor Lindsay Wheeler is the instructor for the Teaching Methods courses for undergraduate and graduate TAs in the chemistry, physics, biology, and astronomy departments, with the goal of expanding these courses to all STEM departments at the University. She worked with Dr. Charles Grisham to redesign the General Chemistry laboratory curricula (Chem 1411/1611/1421/1621) to a project-based guided inquiry approach where students work collaboratively to design, implement, analyze, and communicate their approach to solving a real-world problem. Dr.
Theory and Computation
Professor Kevin Welch is interested in developing curricula for undergraduate instruction in general chemistry and organic chemistry. In particular, his focus is on updating these courses to accommodate the diverse educational background in chemistry of the students enrolling in chemistry at the University of Virginia, as well as providing a strong chemical foundation for the students as they continue on in their educational and post-educational careers in a variety of fields. In the past, he has taught undergraduate courses in general chemistry, organic chemistry, inorganic chemistry, en
Professor Serbulea is teaching organic chemistry courses, including the accelerated organic chemistry lectures and laboratories. She is actively involved in the development of the organic chemistry curriculum, focusing on improving the coordination between the topics in the lecture course and the experiments that are carried out in the laboratory. In the accelerated organic chemistry laboratories, students gain hands-on experience in the synthesis, purification, and characterization of organic compounds using modern analytical instruments and laboratory equipment.
Lisa Morkowchuk is an instructor for Introductory College Chemistry lecture (1410/1610) and laboratories (1411/1611). She received a B.S. in Chemistry from Moravian College in Bethlehem, Pennsylvania and a Ph.D. in Chemistry from Rensselaer Polytechnic Institute in Troy, New York. Much of her undergraduate education was presented in a guided-inquiry format, and she quickly realized the value of peer interaction in education and the depth of understanding that comes from inquiry-based learning.
For decades, the dearomatization of arenes has been recognized as a chemical transformation of fundamental importance. It provides the connection between this robust and abundant source of hydrocarbons and the alicyclic frameworks common to many biologically active products. Thus, dearomatization methods have become powerful tools for organic synthesis.