There exists a wide variety of active learning pedagogies that encompass both teacher and student, with their intellectual achievements and circumstances. Georgia Gwinnett College’s chemistry faculty employ a number of these pedagogies in the organic chemistry sequence. In this talk, instructors will be present a comparison of POGIL (process orientated guided inquiry learning) and a partially-flipped classroom environment. In both types of courses, students must take considerable responsibility for preparing in advance of each class meeting. Additionally, both courses demand active student engagement rather than simply spending the entire class meeting listening to a lecture. Student feedback has been used to refine each classroom environment, and comparisons between student performances on common final exams will be discussed.<br/><br/>

Full vs. partial flip: A comparison of two active learning pedagogies in organic chemistry

2019 Spring National Meeting

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.