The transition from a traditional lecture style method of teaching to the flipped classroom in sophomore-level Organic Chemistry I and II courses at an Historically Black University (HBCU) is described. The process of implementation was explained and the students’ performance was analyzed. The flipped teaching method made a much bigger positive impact to Organic I than Organic II Chemistry course. A higher percentage of A, B or better, and C or better were observed for Organic I Chemistry course. The DFW rate was also significantly lower for the Organic I Chemistry flipped classroom. However, Organic II results were very similar between the students from both teaching methods.
This research was supported in part by NIH NIGMS RISE – 5R25GM058904. The authors would like to thank Dr Richard Williams in the Department of Chemistry at Morgan State University.
Winstead, A. and Huang, L. (2019), "Transitioning from a Traditional Lecture Style Organic Chemistry Classroom into a “Flipped” Classroom", Broadening Participation in STEM (Diversity in Higher Education, Vol. 22), Emerald Publishing Limited, pp. 317-339. https://doi.org/10.1108/S1479-364420190000022014Download as .RIS
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