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As I struggle with flipping the class and trying to get students to buy in, I often wonder what answers to give them as they express their concerns. I tell them it isn’t my job to “teach” but to provide them with meaningful learning opportunities. I came upon the following article which helps address the issue of how to handle students “complaints” when it comes to the flipped class:
As Chemistry faculty in a small private liberal arts college just miles from a medical school that ranks 22nd in the nation, I have noticed that 90% of my chemistry and biology majors are pre-health. When I accepted my position at BSC, I was asked to continue the Medicinal Chemistry course (CH418) within our department. Many traditional MedChem courses consist of in-depth analysis of various organic chemistry reaction mechanisms, sprinkled with a little discussion on drug targets, drug sources and pharmacokinetics.
Last summer at BCCE, one of the speakers mentioned a simple peer-learning technique which intrigued me. In essence, the technique was this:
1. Ask a question, and get student responses.
2. Have students discuss the responses.
3. Ask the question again.
A couple of weeks ago in class, I made a spur-of-the-moment decision to give it a try. We were introducing the concept of average atomic mass, and I posed this question:
John Tompkins teaches physics at Southeastern University in Florida. After discovering the Flipped Chemistry community earlier this year, he decided to give it a shot in his physics classes. John writes:
Like many in the eastern half of the U.S., we've had classes cancelled this week because of the heavy snow and bitter cold. It's been a nice chance to get some rest and catch up on some big projects. Hope you're staying warm & safe.
Last November, I wrote about a planned project to test the efficacy of the flipped class in a side-by-side comparison of lecture and flipped courses in our General Chemistry program, which I called the Flipped Classroom Project at Marquette. Thus, this spring, I am teaching two sections of our General Chemistry 2 course, one in a traditional format (to 206 students at 8 am) and a second in a flipped format (to 117 students). The students self-selected into the courses, and essentially all had taken the first-semester ACS exam in the fall, therefore benchmarking their entry point.
Here are two great articles that came out over the last couple of weeks. The first one deals primarily with tech questions:
The second is more about pedagogy:
I am an associate analytical/environmental chemist who teaches and performs research at Georgia Southern University. One of my greatest loves is teaching my upper-level ‘Advanced Environmental Chemistry’ elective course. Like many of my colleagues, I have naturally felt pressures associated with time when teaching this course.