P903: Using blended classroom strategies in general chemistry
Blended or “flipped” courses combine the best of both pedagogical worlds by integrating online content delivery with structured classroom sessions that utilize active learning strategies. When course content and classroom sessions are integrated thoughtfully, the blended course promotes subject mastery. This presentation will focus on the implementation of a semi-self paced blended general chemistry course sequence for majors offered at Spelman College, a liberal arts HBCU for women, where class sizes range from 25-45 students. Methodologies used for content delivery such as team-based guided inquiry learning (POGIL worksheets), online narrated lectures, and the use of ebooks will be discussed. Strategies for in-class concept application sessions will be shared along with formative and summative assessment strategies and tools. Concept subject mastery is assessed in these courses through clicker quizzes, an online adaptive learning and homework system and the use of “gated” tests that allow students to take a chapter test a maximum of four times with the requirement of passing each gate a minimum score of 85. Assessment data (ACS standardized test raw score means) shows that the student cohort enrolled in the fully blended General Chemistry I for Majors course offered in Fall 2013 performed an average of 31.5% higher on the 2003 ACS First Term General Chemistry Exam as compared to other sections with different instructors offered that term and 11.4% higher on the same exam when compared to 3 prior year majors-only General Chemistry I sections that did not use a fully “blended” format.