Downloaded by 80.82.77.83 on December 26, 2017 | http://pubs.acs.org Publication Date (Web): December 1, 2016 | doi: 10.1021/bk-2016-1228.pr001
Preface A full introduction to the flipped classroom and its history can be found in Chapter 1 of the first volume of this collection. Below is the description of the content in both Volume 1 and Volume 2 of this book, which also appears in Volume 1. Volume 1 of this collection starts by demonstrating how faculty members generate buy-in for novel pedagogical methods. Swearingen describes how she flipped the syllabus in her general chemistry course at John Brown University, introducing students to the novel approach and generating buy-in among students for the method. Next, the reader is introduced to logistics of implementing the flipped classroom. Storer describes his implementation of the flipped classroom in a general chemistry course at a community college in rural Ohio. An important characteristic of this course is that it served as a dual enrollment course for high school students in the region, many of whom did not have Internet access in their homes. His creative approach demonstrates logistics that make flipping possible even in challenging circumstances. The next few chapters describe different methods used in flipped courses, transitioning into the educational theory behind the flipped course. Although most flipping of chemistry courses happens in general chemistry, the following two chapters both focus on physical chemistry courses. Goss describes the use of Justin-Time Teaching combined with screencast videos that demonstrate the use of a symbolic math program like Mathematica to flip her physical chemistry courses at Idaho State University. Hagen describes the use of team-based learning (TBL) to flip his thermodynamics course. Morsch’s organic chemistry course is atypical, as each student is required to bring his or her own iPad to participate in the course. Morsch’s students access preclass videos on iTunes U and read assigned text on the ChemWiki. Students use a variety of apps on their iPad devices to respond to questions that Morsch poses. Morsch introduces the cognitive load theory to explain and interpret enhanced grades and student responses to surveys about the teaching method. Lekhi’s general chemistry students at the University of British Columbia are being challenged to develop skills that will enable them to productively participate in research projects. She explains how the flipped classroom promotes in these students a more sophisticated epistemology as they develop these research-ready process skills. Of the chemists who are aware of the flipped classroom, many believe that the approach can only work in small classes. Several authors in this collection (Stoltzfus, Link, Soult, and Yestrebsky) dispel that notion, describing their successful implementations in courses that have over two hundred ix Muzyka and Luker; The Flipped Classroom Volume 2: Results from Practice ACS Symposium Series; American Chemical Society: Washington, DC, 2016.
Downloaded by 80.82.77.83 on December 26, 2017 | http://pubs.acs.org Publication Date (Web): December 1, 2016 | doi: 10.1021/bk-2016-1228.pr001
students. Stoltzfus teaches general chemistry at The Ohio State University. Link teaches organic chemistry at University of California, Irvine. Soult teaches general-organic-biochemistry for nurses at the University of Kentucky. Yestrebsky teaches general chemistry at University of Central Florida. Yestrebsky presents data demonstrating that average students benefit from the flipped teaching, with larger percentages of A’s and B’s in the flipped course than in a matched lecture course. The chapters in Volume 2 of this collection provide further data about how flipping influenced their students’ learning. Most authors found enhanced learning (Yestrebsky, Casadonte, Haak, Read, Houseknecht, Esson, and Muth); one reports similar grades (Maloney) in a course that previously included significant amounts of active learning. Casadonte flipped his honors general chemistry course at Texas Tech University. Haak describes a hybrid course with reduced face-to-face time for a general chemistry course at Oregon State University. Read describes partial flipping at University of Southampton. Houseknecht implemented Just-in-Time Teaching in organic chemistry at Wittenberg University, having students generate iPad screencasts in groups. Maloney teaches organic chemistry courses for classes of biology majors with up to 100 students. Esson flipped both general and analytical chemistry at Otterbein University. Finally, Muth describes his flipped biochemistry course at St. Olaf College.
Jennifer L. Muzyka Department of Chemistry, Centre College 600 W. Walnut St. Danville, Kentucky 40422
[email protected] (e-mail)
Christopher S. Luker Highland Local Schools 4150 Ridge Rd. Medina, Ohio 44256
[email protected] (e-mail)
x Muzyka and Luker; The Flipped Classroom Volume 2: Results from Practice ACS Symposium Series; American Chemical Society: Washington, DC, 2016.
