Interventions in a Flipped Organic Chemistry Class that Lead to Higher Learning

James Lamblin, Anja Mueller
Author Affiliation: 
Central Michigan University
This project involves a flipped two-semester Organic Chemistry lecture that uses active and collaborative learning.  A variety of interventions were used to help students study more effectively and learn on a higher level instead of rote memorization.  The most effective interventions will be described.  Qualitative and quantitative data shows improved metacognition and study habits of the students.  An increase in group skills was effective in raising grades for some of the students.  
Great Lakes Conference 2017
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