P547: Flipping the general chemistry lab program
Traditionally, the first 25 – 45 minutes of each laboratory period is conducted as a lecture. This time is utilized by giving a short quiz about the pre-lab reading assignment, reviewing the relevant theory, outlining the relevant calculations, demonstrating the lab equipment and providing safety instructions. By moving the pre-lab lecture on-line, the extra time saved in lab was used to ensure completion of the “hands-on” laboratory skills as well as provide one-on-one instructions to students struggling with the analysis phase of the lab after they had gathered their data. A standard outline including Introduction, Theory, Equipment, Common Mistakes, and Safety was adopted to guide each faculty member in their work. Recording and editing software was acquired for all faculty who produced the videos and a video server subscription was procured to serve the videos and provide bandwidth for all students to be able to access them all at reasonable costs. Surveys of students from the fall 2013 semester resulted in 93% of the respondents (n = 213 students) replied “Agree” or “Strongly Agree” When asked if “You feel the Pre-Lab Videos prepared you for the laboratory experiments.” Sixty-eight percent (68%) of students stated that they preferred video clips over a standard pre-lab lecture format. This experience has encouraged the faculty as a jumping off point for inclusion of “flipped” classroom techniques in other aspects of the course.