Abstract
Gateway courses General Chemistry 201/202 help students learn the foundational skills and knowledge to succeed in upper-division chemistry courses that are required for all degrees in chemistry or biochemistry, several majors in biological sciences, and other non-science majors. Unfortunately, for many students, these courses can work as “roadblocks” that slow down a students’ progress, leading to poor success rates, pass rates, and retention rates. Historically, underrepresented college students, first-generation college students, or lower-income students have the lowest rate of success. This strongly suggests that course redesign should be evaluated. In spring 2022, I implemented the flipped classroom model in my Chemistry 201 class. My research objectives address two key questions: 1. Will the implementation of a flipped classroom teaching approach decrease the C-DFW rate in the diverse student population of Chemistry 201 in spring 2022 compared to spring 2021 and if so, to what extent? 2. Will a flipped classroom teaching model supported by a faculty-facilitated learning enhancement model for tutoring, contribute to decreasing the opportunity gaps in Chemistry 201? The student grades will be collected from the Office of Institutional Analytics and Strategic Effectiveness for the two spring semesters of 2021/2022 along with the data obtained from the student surveys and it will be analyzed using the logistic regression analysis to determine if there is any significant relationship between flipped classroom model for the course delivery and the C-DFW rate in gateway course Chemistry 201 and qualitative summative content analysis in the analysis of the data obtained from surveys.
Presenters
Lyudmyla StackpoolChemistry Instructor, Department of Biochemistry, Chemistry, and Geology, Minnesota State University, Mankato, Minnesota, United States
Details
Presentation Type
Theme
KEYWORDS
Gateway courses, Opportunity gaps, Flipped classroom teaching model
