Proposal Title

We "flipped" but did it work?

Session Type

Short and Tweet

Room

P&A Rm 150

Start Date

July 2015

Keywords

flipped classroom, engagement, participation

Primary Threads

Teaching and Learning Science

Abstract

In the fall of 2014 Organic Chemistry was redesigned from a blended format course, where assignments and activities were completed online out of class, to a fully flipped course where lectures and reading materials were available online and activities and problems solved in class. TopHat (https://tophat.com) was used to link the in class and out of class components as it was used for both out of class for content and question delivery, as well as a classroom response system for problem solving in class.

At the beginning of the winter semester students were surveyed to determine their level of satisfaction with the format as well as their engagement and participation in the course. Overall, students indicated a preference for the flipped classroom over the standard lecture format and felt a high degree of engagement relative to their other courses.

In this presentation we will describe the course design and discuss the positive outcomes, caveats and next steps. We will engage the audience in a conversation around the challenges and benefits of this style of teaching in science disciplines.

Elements of Engagement

discussion

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Jul 9th, 1:00 PM

We "flipped" but did it work?

P&A Rm 150

In the fall of 2014 Organic Chemistry was redesigned from a blended format course, where assignments and activities were completed online out of class, to a fully flipped course where lectures and reading materials were available online and activities and problems solved in class. TopHat (https://tophat.com) was used to link the in class and out of class components as it was used for both out of class for content and question delivery, as well as a classroom response system for problem solving in class.

At the beginning of the winter semester students were surveyed to determine their level of satisfaction with the format as well as their engagement and participation in the course. Overall, students indicated a preference for the flipped classroom over the standard lecture format and felt a high degree of engagement relative to their other courses.

In this presentation we will describe the course design and discuss the positive outcomes, caveats and next steps. We will engage the audience in a conversation around the challenges and benefits of this style of teaching in science disciplines.