P541: Flipping a large lecture of GOB chemistry

Author: Allison Soult, University of Kentucky, USA

Co-Author:

Date: 8/5/14

Time: 2:05 PM2:25 PM

Room: LTT 101

Related Symposium: S21

Four days of lecture in a one-semester GOB course for pre-nursing students is not the ideal, engaging learning environment. I have used a combination of in-class lectures, classroom-based activities, videos, and interactive online activities to create a variety of resources that best suit the content being taught. Student engagement and buy-in for working in groups was critical to the success of this project. Groups for in-class activities were constructed using an abbreviated personality survey to create diverse combinations of students and group evaluations were completed using CATME (http://info.catme.org/). While the ability to work with others is important in most professions, one could argue that it is most important in healthcare fields. I will present comparisons of exam results correlated to how material was taught, share feedback from students on their experiences with this model, and share my own experiences including what I will do differently in the future, what will stay the same, and how I manage the logistics of dealing with 200+ students in the class.

P346: Using MOOCs to enhance student learning in chemistry

Author: Kim Woodrum, University of Kentucky, USA

Co-Author: Allison Soult, University of Kentucky, USA

Date: 8/4/14

Time: 2:25 PM2:45 PM

Room: MAK A1161

Related Symposium: S32

A massive open online course (MOOC) in advanced chemistry has been developed by University of Kentucky faculty. The course is free and open to anyone wishing to enroll. One of its primary purposes is to support teachers and students at the high school level, particularly those in advanced and AP chemistry courses. Recognizing that high school chemistry teachers face many challenges in preparing students for college-level chemistry, the topics were chosen for the MOOC based on the developers’ experiences with incoming chemistry students. Students will have access to content on which they struggle the most and experience the level of rigor expected in a college-level chemistry course. The course has no college credit associated with it. Strategies for both students and teachers to use these materials will be discussed along with a preview of future material to be made available for use in Fall 2014.