P693: Lessons for the flipped classroom approach in a large general chemistry course

Author: Anka Lekhi, University of British Columbia, Canada


Date: 8/6/14

Time: 9:55 AM10:15 AM

Room: LTT 101

Related Symposium: S21

Flipped classrooms typically refer to swapping classroom and homework activities, such as note-taking, lecturing, problem-solving and peer-led discussions. This is often done by using video lectures or other online materials to replace face-to-face lectures, freeing up class time for students to work on problems in groups or individually with the guidance of the instructor. However, the following question, critical to the effectiveness of this pedagogy has yet to be investigated with a clear answer: How might this pedagogy impact student performance in undergraduate Chemistry education? To address this question, exam scores for similar question types taken from two consecutive years’ final exam in a General Chemistry course taught through a traditional lecture and face-to-face-online blended formats respectively, were compared. In year 1 of the study (2011), the module on acid-base buffers was taught using a typical lecture style approach. In year 2 of the study (2012), the acid-base buffers module was taught using online materials where students completed an online tutorial-type review and assessment module. The lecture time was spent discussing the questions which were identified to be the most difficult for students where students actively solved problems in class. The final exams in 2011 and 2012 had similar questions pertaining to the buffers module. The analysis of the scores and instructor’s own experiences will generate insights into how the flipped classroom pedagogy might be used in large lecture science classes.

P105: Team-based learning in a large Analytical course

Author: Anka Lekhi, University of British Columbia, Canada


Date: 8/3/14

Time: 2:45 PM3:05 PM

Room: MAK B1100

Related Symposium: S16

One of the learning goals for this instructor of a large (+100 students) second-year analytical chemistry class is to help students apply scientific reasoning to real-world problems and to enhance their communication skills. In hopes of achieving this goal, topics from recent news events were taken and developed into case studies. Students were assigned to teams and were required to read sections of the textbook before coming into class. The material in the pre-reading tied to the case study activity, which the teams tackled. Students were encouraged to make scientifically reasonable claims supported by evidence and/or examples in their team discussions. Student surveys indicate an increase in student engagement and interest in analytical chemistry as well as a perceived improvement in communication skills. Using interactive activities and connecting content to “real world” applications can have specific challenges in large lectures. This session will detail how both were accomplished successfully in this setting.