Flipping the organic chemistry classroom using the Explain

Background • Previous 7 years – – – 15 -20 students per section x

Just-in Time Teaching • Reading guides • 5 -15 min lectures Reading informs enables

Reduction of Carbonyls • Mini-lecture - [19. 7] Can you also explain this a

Explain Everything Advantages • Problem solving / viewing solutions • Teamwork – Value classmates

Observations Students did better in 2013 (flipped classroom), particularly weaker students 2007 -2012 DFW

Observations • Video mini-lectures universally loved • Organization of time and material was a

Acknowledgements • Wittenberg students and colleagues • c. CWCS and Organi. CERs • Wittenberg

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Flipping the organic chemistry classroom using the Explain Everything app Justin B. Houseknecht Wittenberg University Springfield, Ohio

Background • Previous 7 years – – – 15 -20 students per section x 2 sections 80% Biology majors, mostly pre-med Tuesday / Thursday 90 min + lab Highly interactive lecture 26% DFW rate • 2013 changes – Just-in Time Teaching (Ji. TT) and Explain Everything used to flip class – 51 students in two class sections and 3 labs – 6% DFW rate

Explain Everything

Just-in Time Teaching • Reading guides • 5 -15 min lectures Reading informs enables Homework Problems • Online homework • Muddiest point informs Class • Mini-lectures • Group work

Tuesday March 18 th Pre-Class Reading

Introduction to Carbonyls Mini-Lecture

Just-in Time Teaching • Reading guides • 5 -15 min lectures Reading informs enables Homework Problems • Online homework • Muddiest point informs Class • Mini-lectures • Group work

Reduction of Carbonyls • Mini-lecture - [19. 7] Can you also explain this a little more thoroughly, and how we get ": H-"? I understand that it's using hydrogen as the nucleophile rather than as an electrophile. . . but what exactly is ": H-"? • Group work – Synthesize the following from a carbonyl compound:

Synthesis Solution

Explain Everything Advantages • Problem solving / viewing solutions • Teamwork – Value classmates • Written and oral communication skills – Drawing practice – Writing to learn

Observations Students did better in 2013 (flipped classroom), particularly weaker students 2007 -2012 DFW Rate 2013 30. 0 90. 0 86. 8 25. 0 82. 5 76. 2 73. 5 75. 0 70. 8 65. 0 65. 3 60. 0 67. 7 59. 7 55. 0 Percentage 85. 0 20. 0 15. 0 10. 0 50. 0 Exam 1 Avg Exam 2 Avg Exam 3 Avg Final Exam Avg 0. 0 2007 2008 2009 2010 Semester 2011 2012 2013

Observations • Video mini-lectures universally loved • Organization of time and material was a major challenge • Vast majority saw benefit of flipped pedagogy, but few who didn’t were adamant • Solutions database was under-utilized

Acknowledgements • Wittenberg students and colleagues • c. CWCS and Organi. CERs • Wittenberg Information Technology