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The Chemical Educator
ISSN: 1430-4171 (electronic version)
Abstract Volume 28
(2023) pp 83-86
Teaching Self-care in the Organic Chemistry Classroom
Elisa M. Martin‡ , Lucas J. Tucker*,†
†Siena College, School of Science, Department of Chemistry and Biochemistry, 515 Loudon Road, Loudonville NY 12211, ltucker@siena.edu; ‡Siena College, School of Liberal Arts, Department of Social Work, 515 Loudon Road, Loudonville NY 12211, emartin@siena.edu
Received July 27, 2022. Accepted April 3, 2023.
Published: 26 April 2023
Abstract. The
purpose of this research was to evaluate the benefit of teaching organic
chemistry students about self-care to decrease stress and increase coping
skills. Students were presented with a mini-curriculum in self-care as part of
the organic chemistry I course. This mini-curriculum presented self-care
methodologies through videos, readings, and conversations before weekly
quizzes. Students were encouraged to try these strategies in their daily lives.
An experimental study design was implemented using experimental and control
groups. Changes in student coping skills were assessed using a pre-/post-test.
A focus group gathered impressions of the mini-curriculum, as well as what
students learned and are now practicing related to stress management.
Quantitative outcomes, while not statistically significant, showed favorable
trends. Qualitative data emphasized the positive effect and highlighted
personal growth.
Key Words: In the Classroom; organic chemistry; pedagogy; self-care; stress; coping
(*) Corresponding author.
(E-mail:
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