P387: Shaking things up: Lessons from a lower division lab overhaul

Author: Renee Link, University of California Ð Irvine, USA

Co-Author: Kimberly Edwards, University of California, Irvine, USA

Date: 8/4/14

Time: 6:00 PM7:15 PM

Room: KC

Related Symposium: S33

Pedagogical concerns, insufficient laboratory space, and budget cuts have prompted a complete overhaul of lower division chemistry laboratory courses for STEM major students outside the chemistry major at the University of California, Irvine. Delaying the first quarter of general chemistry lab until the last quarter of the general chemistry lecture sequence allowed for the fundamental lab techniques to be taught with more engaging experiments about thermodynamics, kinetics, and electrochemistry. A new general chemistry lab class centered on intermolecular forces and taken before, or concurrently with, organic chemistry lecture served as a transitional experience linking general and organic chemistry lab classes. Delaying organic lab classes by one quarter allowed experiments to be recast to incorporate techniques in context of reactions rather than introducing techniques as stand-alone experiments. A new organic lab class for students pursuing majors or pre-professional programs in pharmaceutical sciences was developed to include topics relevant to these students and to incorporate an open-ended project. The structure, advantages, and disadvantages of the previous and current laboratory structures will be discussed.

P294: Flipping the large summer organic chemistry classroom

Author: Renee Link, University of California, Irvine, USA

Co-Author: Wenliang He and Susan King, University of California, Irvine, USA

Date: 8/4/14

Time: 4:00 PM4:20 PM

Room: LTT 101

Related Symposium: S21

The flipped classroom model, in which the lecture process is offloaded to out-of-class time, has been employed for a large (n = 200+), five-week organic chemistry class. The flipped classroom method allows in-class time to be utilized for problem solving, group work, and other active learning techniques in place of passive information transfer. Lessons learned from the process of converting the fast-paced summer organic chemistry class to the flipped format, current assessment data from three iterations of the process, and student attitudes toward the flipped class teaching method will be discussed.