P990: Dual enrollment chemistry: A pathway to quality

Author: Donald A. Storer, Southern State Community College, USA

Co-Author:

Date: 8/7/14

Time: 11:10 AM11:30 AM

Room: MAK A1111

Related Symposium: S69

Implementing a quality dual-enrollment chemistry course provides numerous challenges. We initially approached the delivery of college level chemistry by testing a blended-delivery, team-teaching approach. The use of both online and face-to-face delivery of course materials by both the high school teacher and the college professor allowed the college and high school to accommodate each other’s schedules. Proximity of the college campus to the high school facilitated the students performing most laboratory activities at the college campus. What we learned from this three-year pilot will be discussed. In addition, our plan to move the laboratory activities to remote high school campuses will be shared.

P696: Teaching a flipped chemistry course without internet access

Author: Donald A. Storer, Southern State Community College, USA

Co-Author:

Date: 8/6/14

Time: 11:10 AM11:30 AM

Room: LTT 101

Related Symposium: S21

Southern State Community College, one of the smallest community colleges in Ohio, serves rural Appalachian communities. Because some students are unable to access the internet, delivery of a flipped course with an online component creates special challenges. This presentation describes the development and implementation of a flipped, introductory chemistry course using interactive lessons that utilize multiple delivery modes. Lessons are delivered (1) using USB flash drives with lessons which will run in a browser, but without the need for internet access, (2) with handouts of notes with QR codes linked to the video lectures which students access via a smart phone, and (3) online. During class time the students participate in the usual problem solving, laboratory activities, and are asked to use student response systems, “clickers,” to respond to questions tied to the course objectives. This formative assessment is compared with their responses to test questions related to the same course objectives.