Transformation of the Traditional Organic Chemistry Lecture Sequence into a Hybrid of Face to Face Peer Learning and Online Lecture

The continued use of the traditional lecture format for university classes of all sizes has been increasingly questioned from a variety of sources. The “flipping the classroom” model has been touted as improving student learning and performance, persistence at universities, graduation rates, and engagement with the course material. This talk will chronicle the mechanics used, attempts at assessment, student attitudes towards the flipped classroom, and address whether the desired improvements were observed for a typical year long organic chemistry sequence of 90 – 100 students. Other potential benefits and future adjustments to flipped chemistry classroom will be discussed.