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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.
Okay, so I've never considered it my personal mission to catch every last cheater. As a general rule, those who work hard and do things right succeed in the long run, those who cheat or take shortcuts don't.
And exams that test understanding or application rather than rote memorization make cheating more difficult anyway.
A little bit of hometown bragging:
Last week, The ACS recognized Murray State and the City of Eddyville, KY as a National Historic Chemical Landmark. The Landmark commemorates the work of William Kelly, who developed a pneumatic process for the large-scale purification of iron. The full story is available at the ACS website.
By Brandon Tenn, Merced College
I teach both Introductory and General Chemistry at Merced College in Merced, CA. Prior to flipping my course, I had the following concerns:
Recently, I've run across two peer-reviewed articles which I think are very important as we consider the way forward in flipped learning. If you're considering writing a proposal for future studies, or simply re-working your class format, these two are worth reading:
1. Freeman et. al. Active Learning Increases Student Performance in Science, Engineering, & Mathematics. Proc. Nat. Acad. Sci. 2014, 111 , 8410-8415. DOI: 10.1073/pnas.1319030111
Apparently, the suspicion that students can’t learn unless we professors speak knowledge to them is still very much with us. On February 28, I attended CHEMFLIP 2015 in Austin Texas sponsored by Sapling Learning. It was a great little meeting. I met a lot of interesting people and learned a lot.
Of all the aspects of the meeting, I was struck by something that seemed to pervade the thinking about the flipped classroom. This was that the student ought to be required to view video lectures or at least have them available.
This afternoon, I give my Intro Chem final exam. It's been a good semester, but it's always nice to wrap things up for the summer. I'm looking forward to a little time to rest, reset, and focus on writing. As I reflect on the year, here are a few things I picked up this time around:
Here's a great resource for those teaching analytical chemistry:
The Analytical Sources Digital Library is an NSF-funded community that hosts a variety of curriculum resources pertaining to different techniques and applications. Links to external sites, video, active-learning in-class materials, etc. Much like our own Tools & Resources, this material is curated and peer-reviewed.
Thanks to Kasha Slowinska at CSU Long Beach for letting me know about this resource. I hope you find it helpful!