After attending a Chemistry Collaborations, Workshops and Communities of Scholars (cCWCS) 2014 workshop on “Active Learning in Chemistry,” the second semester of a GOB course (organic and biochemistry content) that had been taught in the traditional format for nine semesters was ‘flipped’ in 2015, 2016 and 2018. Most students in the course are first-year students from demographic groups with low retention rates at the institution. With all lectures moved to videos that students watched before class, class time was used to assess readiness for problem-solving and for supervised group problem-solving work. The effectiveness of the course changes was evaluated by comparing scores on ACS final exams, numbers of students who received grades of WFD, and student survey responses. The effectiveness of the new course structure was supported by ACS final exam scores and WFD rates. Furthermore, student survey responses showed positive approval of the new course structure, increased time spent on coursework outside of class, frequent repeat watching of lecture videos, and belief that they acquired improved study and learning skills that would help them in other courses.<br/><br/>Students from the 2015 and 2016 courses were surveyed again in 2018. Strong majorities reported that the flipped format and in-class structure of study groups and daily quizzes had helped them adjust to the increased workloads expected in college, taught them new study strategies, and that the new study strategies helped them in subsequent courses.

Flipping and restructuring an OB course: Improved student performances and positive longitudinal student survey responses

2019 Spring National Meeting

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