Transitioning from a Traditional Lecture Style Organic Chemistry Classroom into a “Flipped” Classroom

Abstract

Abstract The transition from a traditional lecture style method of teaching to the flipped classroom in sophomore-level Organic Chemistry I and II courses at an Historically Black University (HBCU) is described. The process of implementation was explained and the students’ performance was analyzed. The flipped teaching method made a much bigger positive impact to Organic I than Organic II Chemistry course. A higher percentage of A, B or better, and C or better were observed for Organic I Chemistry course. The DFW rate was also significantly lower for the Organic I Chemistry flipped classroom. However, Organic II results were very similar between the students from both teaching methods.