Complete coverage of all of the topics on the syllabus in organic chemistry courses is very demanding and daunting for students and teachers. However, with the development of tools to revise pedagogical practices, I became determined to try a new strategy for my Spring 2014 organic chemistry course (CHM 252). This strategy is commonly referred to as �flipping the classroom,� where some lecture material is delivered outside of class time (i.e.-on blackboard mycourses website) and problems or homework are covered during class time.This idea stems from a desire to better teach students how to approach organic chemistry problems. Modeling active problem solving in the classroom is very important and better than the mere coverage of the concepts. However, having time to do so is far from ideal, as there is so much material that has to be covered in the course.Semi-flipping or a hybrid approach of recording the lectures and making them available to the students leaves time to cover the important concepts and address the students learning difficulties by problem solving approach. Formative and summative evaluation data will be presented.

To flip or not to flip organic chemistry classes? Advantageous semi-flipping for teaching organic chemistry

248th National Meeting (2014)

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