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So, it's really been an interesting summer. A couple of updates on some very cool science education projects:
#1. The Lightboard Project
If you're thinking about attending an education conference this year, Kennesaw State University (Atlanta, GA area) is hosting ChemEd 2015, July 28-Aug 1 of this year. Here's a link to their site:
and to their detailed program:
This summer, our college is building a lightboard studio. Our talented instrument maker/craftsman constructed the board, and now we're working out the lighting/filming/acoustic issues. If you're interested in doing this in your department, here is a very useful website from Michael Peshkin at Northwestern University. His website describes all the ins-and-outs of creating a lightboard, from construction, lighting, layout, electronics, software, etc. I've attached his promo video below, so you can see what his design looks like:
The current course
Since Fall 2012, I have flipped my Analytical Chemistry course with self-made videos, and using (mostly) workshops from the ANA-POGIL project1 in-class. To date, the class performances have been good (cum. average 26.1 s.d. 5.3 vs. national average 27.52 s.d. 7.08), especially considering that:
For many of us, the school year has given way to summer - with a little time to take care of projects and plan for the fall semester. For June & July, FlippedChemistry is going to move the newsletter cycle to once every three weeks. We'll continue to post ideas and articles as they come available - and will plan to ramp back up to full speed in August.
Meanwhile - if you have an article, and idea, or a resource that you'd like to share - please contact us! It's always good to get new authors, new perspectives, and new resources.
On a personal note, last week was just huge around our house. It's been all good, but no lack of things to do:
There's an interesting article in the most recent issue of the Journal of Chemical Education about a partial flip of a non-majors organic class:
In previous posts, I wrote about our project to test the efficacy of the flipped class in a controlled comparison of lecture and flipped courses in our General Chemistry program, which I called the Flipped Classroom Project at Marquette. Thus, this spring, I taught 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 over 90% had taken the first-term ACS exam in the fall, therefore benchmarking their entry point.