Abstract
While the suspension of face-to-face instruction disrupted laboratory components of most chemistry-based classes at the college level, it was notably disruptive to upper-level chemistry courses based solely on laboratory experiences. This communication describes the logistical and pedagogical efforts made in an integrated, upper-level, laboratory-based chemistry course at Georgia Gwinnett College to engage students and to develop a relevant and meaningful assignment during the COVID-19 suspension of face-to-face classes. Instructor descriptions and reflections, examples of assignments, student feedback, and revisions for future iterations of this course are presented within.
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