Abstract
This review explores the dramatic changes that have taken place in the organic chemistry laboratory course over the last two to three decades. The most significant changes have been in the areas of pedagogy and technology. Significant inroads have been made towards combating student cookbooking, particularly through the design of discovery-based or puzzle experiments, as well as through inquiry and project-based experiments. The extent to which microscale-level work has spread can only be described as revolutionary. Modern spectroscopic instrumentation has transformed the organic laboratory environment. Molecular modeling has opened up new possibilities for student exploration of regioselectivity, stereoselectivity, and molecular conformation.
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