A major overhaul of our higher education system is desperately needed to increase interest and competence in STEM disciplines. Currently only 40% of entering college students that declare STEM majors complete degrees in STEM disciplines. The efflux of students from STEM majors has been attributed in part to the teaching style that has been used in most lower-level science courses, which is a traditional power point lecture format. This style of teaching has persisted even in the presence of convincing discipline-based education research data that other strategies generate better student learning outcomes. Engaged learning activities have been especially effective for improving student learning in large enrollment classes; however, implementation can be difficult because of the significant time needed to conduct such activities while still covering all the required material. One way to create the time needed to include engaged learning activities in classroom activities is to make use of recent innovations in technology to flip the classroom. NextGen course redesign is an outcome based model that is predicated on the seamless alignment of course objectives with instructional strategies and assessment, which allows for student attainment of course goals to be explicitly quantified. The model also facilitates identification (and redesign) of areas where student attainment is low. This presentation will discuss the NextGen redesign of a large enrollment (~200 students) organic course to improve student performance and interest in STEM disciplines.

NextGen redesign of organic chemistry

247th National Meeting (2014)

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