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At the beginning of the semester, a student asked me to add captions to my videos. This was new for me - but it certainly was a reasonable accommodation, and I've been pleased with the results.
I recently ran across this J. Chem. Educ. article from last summer, featuring a compelling study from Purdue University:
For the past year, we've been following the flipped classroom project at Marquette. The study used parallel classes taught by the same instructor, with students self-selecting into the traditional or flipped sections. The results of this study are now available electronically on the JCE site:
This semester, I'm working on pre-lab videos for our organic 1 sequence. I've done a couple of short "how-to" videos in lab using just my phone. I like using Camtasia for video editing, but it accepts a limited number of file types, and I can't embed the quicktime video from my phone directly into Camtasia. I assume others have encountered this challenge as well, and I wanted to share two solutions - one a bit cleaner, and one a bit quicker:
Last (academic) year, I wrote about our controlled comparison of lecture and flipped courses in our non-majors General Chemistry program, which I called the Flipped Classroom Project at Marquette. Our goal was to test the flipped classroom in a large enrollment first year chemistry course. Our approach pushed lecture content outside of the class using short (13 min on avg.) videos, and one 75 min face-to-face discussion was held each week, led by the instructor and TA.
Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering
Cathy Welder at Dartmouth just sent me a link with a brief review:
I thought the Flipped Chemistry crowd might want to know about this book. I'm halfway through a hard copy and LOVE it. Great info on many types of active learning.
The book, entitled, Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering. is available for purchase as a hard copy, but also as a free PDF through the National Academy Press website:
I polled the students in my flipped General Chemistry II class to see what they found useful for their studies. At the beginning of the Spring 2015 semester, we made a list of things they could do to help themselves learn chemistry. At the end of the semester I asked them to rate the things that we discussed. Here are some of the results. This post is a follow up to my earlier post The Flipped Classroom: To Video or Not to Video.