Most undergraduate organic chemistry courses cover spectroscopic technique and interpretation. The value of covering these topics in the classroom is well documented. The hands-on skills of spectroscopic interpretation are applicable to the field of chemistry. More broadly, the general problem-solving skills developed through interpretation and structure elucidation are also valuable. Students, however, often struggle with utilizing spectroscopic data effectively and they stigmatized the topic as overly difficult. Research into how students look at, evaluate, and interpret spectroscopic data is enlightening. How do we as educators use this knowledge to inform and change how these topics are taught in the classroom?

Spectroscopy is a common topic in the undergraduate classroom and a significant portion of the ACS organic exams but tends to be an underrepresented topic in pedagogical discussions. The talks included in this symposium will highlight current research into how students learn to interpret spectroscopic data and/or innovative pedagogical methods that help students demystify the process.