In the face of recent evidence indicating active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to increase the use of more engaging teaching approaches in large introductory science courses. However, a majority of STEM faculty continues to use traditional lecture methods in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in our large enrollment introductory general chemistry courses, we have designed and implemented a series of flipped classroom modules for our first quarter general chemistry course. This presentation will describe how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules provided an opportunity to adapt these case studies as collaborative group problem solving activities in a general chemistry course enrolling over 400 students. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture, decreased W/D/F rates compared to traditional lecture courses, and resulted in a statistically significant increase in the average course GPA for the course compared to a non-flipped course. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses.    <br/>

Flipped classroom modules for large enrollment general chemistry courses: Increasing active learning and improving student performance

251st National Meeting (2016)

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