A flipped classroom is a pedagogical approach in which traditional lecture content is delivered to students outside of class in the form of readings or videos. During class, students work alone or in groups on course material such as homework problems and hands-on activities to deepen their understanding. Some advantages to this approach are that students can work at their own pace, class time can be used more creatively, and students are more actively involved in class. While many examples exist in the literature to demonstrate the efficacy of flipping Chemistry courses, only a few published examples exist for flipped Analytical Chemistry courses. A flipped format was used to teach a 200-level Quantitative Analysis course. The course was designed so that students watched lecture videos prepared by the instructor prior to class. In lecture, students took short open note quizzes to encourage them to watch and take notes for the videos. Time in lecture was spent on in-class activities including practice problems, exploration of instruments, and guided inquiry learning worksheets. The goal was to deepen student learning of the material, which was assessed with online homework, in-class exams, and a standardized final exam. Overall, the flipped classroom was a positive experience for the students and instructor. Students liked the videos and they appreciated that they could watch at their own pace and rewatch as needed. Additionally, the students benefitted from more time in class to review and ask questions. At the end of the term, the average on the standardized ACS exam (78<sup>th</sup> percentile) using the flipped format was significantly higher than the two previous exam averages using a traditional lecture format (59<sup>th</sup> percentile).

Flipped quantitative analysis

255th National Meeting (2018)

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