P542: Using flipped teaching for a summer introductory biochemistry course

Author: Gary Cabirac, Arizona State University, USA


Date: 8/5/14

Time: 2:25 PM2:45 PM

Room: LTT 101

Related Symposium: S21

The introductory survey biochemistry course offered at Arizona State University is a one-semester class with student enrollment of approximately 200 students. The typical student taking the course is a pre-health science major preparing for the MCAT exam and/or a student seeking an overview of biochemistry before taking more intensive multi-semester biochemistry courses. The university also offers the introductory biochemistry course in a 6-week summer session class and this is the format in which the flipped teaching method will be utilized. The summer class is more amenable to using the flipped method due to much lower enrollment. Students will be assigned daily reading and lecture videos along with online homework assignments and assigned text problems. In-class time will be used for working the homework assignment problems. This introductory biochemistry course is considered by students to be fairly intensive even in a normal semester time frame and therefore I am interested in determining if the flipped method may be better suited as a summer course teaching style. Results from using the flipped teaching method for the condensed summer course will be presented.

P212: Writing lab reports one section at a time

Author: Beatriz I. Smith, Arizona State University, USA

Co-Author: Pamela Marks, Ron Briggs and Gary Cabirac, Arizona State University, USA

Date: 8/4/14

Time: 10:15 AM10:35 AM

Room: MAK A1117

Related Symposium: S24

As a former chemistry high school teacher, community college instructor, and current lab manager I have concluded that students struggle with writing an effective lab report. Students at Arizona State University especially struggle because our labs are inquiry-based. When I assigned individual reports as an instructor, I got many “individual” identical reports. Even when assigned in groups, many students still struggle when working together to write a report. One reason group lab reports are assigned is to emphasize the importance of skilled collaborative effort in the professional work place. To address this issue, we have implemented a new process in first-semester general chemistry to teach report-writing skills. For the first few weeks of the semester, students practice writing one section of the report for each investigation. The goal is to prepare each student to contribute to any part of a group report later in the semester. While the emphasis of the lab report section varies per investigation, the remaining assignment is a worksheet. In my presentation I plan to use a sample lab assignment to show the specifics of how to guide student in the lab-reporting process. I will also include survey results from students and TAs.