Discipline-based STEM Education Research Webinar: Suazette Reid Mooring

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Science courses are essential for the success of students who will eventually pursue medical-related and graduate degrees. Organic chemistry is a particularly challenging course and is typically viewed as a gate-keeper course because of high student withdrawals and failure rates. Active learning strategies have been recognized as evidence-based practices that reduce achievement gaps in exam scores and passing rates for all students. Though all students benefit from active learning strategies, it offers disproportionate benefits for individuals from underrepresented groups in science fields. The implementation and assessment of a flipped classroom with peer-led team learning in an organic chemistry course will be presented.  The impact of these activities on students’ cognitive and affective outcomes in this course will be compared to traditional courses.  In addition, student dialogue during a group activity in another flipped classroom environment will also be presented. The implications of the results of these studies for classroom practice will also be discussed.

Part of the Discipline-based STEM Education Research Webinars (January to June 2021 on Wednesdays 4pm GMT)

These webinars are a Cardiff University/UCL collaboration,organised by Andrea Jiménez Dalmaroni (School of Physics and Astronomy and LCN UCL), and kindly  sponsored by the Institute of Physics and the Royal Society of Chemistry.

All events will be hosted via zoom.