TY  - CHAP
AB  - Abstract 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.
VL  - 22
SN  - 978-1-78756-908-9, 978-1-78756-907-2/1479-3644
DO  - 10.1108/S1479-364420190000022014
UR  - https://doi.org/10.1108/S1479-364420190000022014
AU  - Winstead Angela
AU  - Huang Liuli
PY  - 2019
Y1  - 2019/01/01
TI  - Transitioning from a Traditional Lecture Style Organic Chemistry Classroom into a “Flipped” Classroom
T2  - Broadening Participation in STEM
T3  - Diversity in Higher Education
PB  - Emerald Publishing Limited
SP  - 317
EP  - 339
Y2  - 2024/04/23
ER  -