The Flipped Organic Classroom at Rowan College at Gloucester County Bob Rossi ALOC Workshop, June 22 – 25, 2015 Washington, D.C. 1.

Slides:



Advertisements
Similar presentations
Teaching Freshman Calculus-Based Physics Using the LOGIC Model Amin Jazaeri, Ph.D. COS Science Accelerator & School of Physics, Astronomy and Computational.
Advertisements

Active Student Learning at the Introductory Level Nayana Bose Center for Teaching.
Roslyn Middle School Math Department Back to School Night
ASU 101 Overview Afsaneh Nahavandi, Ph.D. Associate Dean, University College Arizona State University Last updated
Summer 2009 Math 1431 and Math 1432 begin. What to do… Watch the orientation video from the spring online classes. Please note that the spring classes.
METHODS Study Population Study Population: 224 students enrolled in a 3-credit hour, undergraduate, clinical pharmacology course in Fall 2005 and Spring.
Personalizing the Online Student Instructor Experience Kenneth L. Strickland Adjunct Professor of Political Science St. Petersburg College.
1 Active Learning Pedagogies An Overview Bob Rossi Active Learning in Organic Chemistry Workshop June 22-25, 2015 – Washington, D.C.
CHEMISTRY 10123/10125 Spring 2007 Instructor: Professor Tracy Hanna Phone: Office: SWR 418
Peer-to-Peer Learning Pedagogies Bob Rossi ALOC Workshop – Washington, D.C. June 22 – 25, 2015.
Tammy Muhs General Education Program Mathematics Coordinator University of Central Florida NCAT Redesign Scholar Course Redesign: A Way To Improve Student.
Flipped Classrooms A Case Study KSU Workshop at USF, Tampa FL, Monday August 3, 2015 Autar Kaw University of South Florida.
Recitation Week #1 Chem Queens College Spring 2010.
Flipping the Classroom and Lecture Capture Active Learning in Organic Chemistry cCWCS Workshop Charlotte, NC Vincent Maloney.
Disruptive Innovation in K12 Education? Using Moodle to Create a Blending Learning Experience for Students.
Flipping the Statistics Classroom: Enhancing Course Redesign with the Flipped Classroom Dr. Melissa M. Sovak California University of Pennsylvania.
WEST VIRGINIA UNIVERSITY PHYSICS and ASTRONOMY THE EFFECT OF ONLINE LECTURE ON PERSISTENCE IN A PHYSICS CLASS Dr. John Stewart.
Transformation of the Traditional Organic Chemistry Lecture Sequence into a Hybrid of Face to Face Peer Learning and Online Lecture Vincent Maloney.
Flipping the Classroom Bob Rossi Associate Professor, Chemistry Gloucester County College cCWCS Workshop “Active Learning in Organic Chemistry”– June 2014.
Digital Assessments in Flipped Classrooms Workshop George Szanto Docent Marketing Fontys Toetsconferencie 2014.
Flipping the Large Intro Bio Class, Round 2 Jung H. Choi, School of Biology, Georgia Institute of Technology, Atlanta, GA Abstract In fall 2011.
System Level Design (CPRE 588)
Professional Development for Busy Professionals An Online Solution Presented to: Innovations 2012.
Engaging Mathematics at Roosevelt University College Algebra: Modeling the City Barbara Gonzalez and Cathy Evins Engaging Mathematics 1 Timeline: Fall.
Glen Hatton Introduction to Financial Accounting TURNING THE ACCOUNTING CLASSROOM UPSIDE DOWN Randy Hoffma n Introduction to Managerial Accounting PHASE.
Redesign of Precalculus Mathematics THE UNIVERSITY OF ALABAMA College of Arts and Sciences Course Redesign Workshop October 21, 2006.
Teaching Thermodynamics with Collaborative Learning Larry Caretto Mechanical Engineering Department June 9, 2006.
Classwork at Home Homework in Class. Dilemma: Too much Information - Not Enough Time → 1 hour 15 minutes for my presentation → Topics covered in Lecture.
October 15 th, 2013 Cambridge High School. Located in Kennesaw, Cobb County Schools Roughly 2250 students Math & Science Magnet Program 450 Students Offer.
Teaching Freshman Calculus Based Physics Using the LO-GIC Model Amin Jazaeri, Ph.D. COS Science Accelerator & School of Physics, Astronomy and Computational.
Online Problem Solving Using COPS Amin Jazaeri, PhD. COS Math & Science Accelerator/School of Physics, Astronomy and Computational Sciences Spring 2013.
General, Organic, and Biological Chemistry Fourth Edition Karen Timberlake 1.2 A Study Plan for Learning Chemistry Chapter 1 Chemistry and Measurements.
Hard Work Communication Getting Help Early Monitoring Progress.
Just-In-Time Teaching at Wittenberg University Active Learning in Organic Chemistry Washington, D.C. June 24, 2015 Justin Houseknecht, PhD.
Flipping Advanced Grammar Sections taught by Anne Agard at Laney College Fall 2008-Fall 2015.
October 9 th, 2012 Northgate High School. Located in Kennesaw, Cobb County Schools Roughly 2250 students Math & Science Magnet Program 450 Students Offer.
Online Problem Solving Using COPS Amin Jazaeri, PhD. COS Math & Science Accelerator/School of Physics, Astronomy and Computational Sciences Spring 2013.
Classroom Activities to Enhance Learning. In-Class Activities for Courses in Humanities Structured group presentations Dialogical writing assignments.
Mobile Learning Dr. Alisa Cooper Glendale Community College
Schoology platform and Flipped student classroom technique in a Calculus course.
Blended Learning Strategies in a First- Year Engineering Program AMBER KEMPPAINEN, MICHIGAN TECHNOLOGICAL UNIVERSITY HOUGHTON, MI Keywords:
Flipped Classrooms for STEM Education Autar Kaw. What is a flipped classroom? Transmission in class and assimilation at home Transmission at home and.
Duane Deardorff, Alice Churukian, Reyco Henning Dept. of Physics and Astronomy The University of North Carolina at Chapel Hill Contributed talk CF06, presented.
Active Learning: Rethinking Our Teaching to Promote Deeper Learning
Converting Roadblocks into Roadways: Reconstructing Developmental Math Courses Phoenix, AZ Paul Golisch, Mike Hamm Jennifer Henderson.
Information Systems in Organizations Introduction instructor’s name
FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT
FLIPPED CLASSROOM ACTIVITY
Information Systems in Organizations Introduction Christy L. Greening
Flipped Classrooms A Case Study
Information Systems in Organizations Introduction Leonard Nelson
Information Systems in Organizations Introduction: Carey O’Donnell
Information Systems in Organizations Introduction Courtney Minich
Information Systems in Organizations Introduction instructor’s name
Information Systems in Organizations Introduction instructor’s name
Information Systems in Organizations Introduction Kapish Vanvaria
Information Systems in Organizations Introduction Carey O’Donnell
Integrated Thermal/Fluid Course Description
FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT
Information Systems in Organizations Introduction instructor’s name
Information Systems in Organizations Introduction Carey O’Donnell
Case Method - JMSB Program
Information Systems in Organizations Introduction: Carey O’Donnell
Information Systems in Organizations Introduction Adam Alalouf
Question 20  Outside classroom hours, how long do you usually study for each session of this course? (the study time includes preparing for each session,
Office hours: By Appt
Chapter 1 Chemistry in Our Lives
Information Systems in Organizations
Instructor Introduction
Presentation transcript:

The Flipped Organic Classroom at Rowan College at Gloucester County Bob Rossi ALOC Workshop, June 22 – 25, 2015 Washington, D.C. 1

Agenda About RCGC Video Lecture Topics and Assignments Use of Classroom Face-to-Face Time Student Outcomes Student Surveys 2

3 Rowan College at Gloucester County Current Course Demands RCGC STEM

4 sections in Fall: – 3 organic I, 1 organic II. 3 sections in Spring: – 2 organic II, 1 organic I. Section capacity limited to students. Typical class composition by major: 4 Rowan College at Gloucester County Organic Chemistry

“Flipped” Organic Classes at RCGC Video Lecture Topics and Assignment – Created >350 video “Lecture-On-Demand” topics to cover the two semester sequence of Organic Chemistry Organic I – 44 hrs. Organic II – 47 hrs. – Organized generically by topic and arranged by chapter of text in use Each topic typically between 10 and 20 minutes length Video lectures were typically assigned to the class in approximately 2.5 to 3 hour segments per week – Videos available to student on PC’s (Windows and Mac) and other mobile devices by direct URL link to CollegeAnywhere® 5

“Flipped” Organic Classes at RCGC Use of Classroom Face-to-Face Time – Typically start class with question and answer session based on key concepts presented in the videos. – Give “mini-lecture” reviewing those concepts that were obvious trouble spots (“muddiest point”). – Problem solving portion of the class time handled in a collaborative team/peer learning format students stand and work in teams of 3 or 4 at “huddle- boards” to solve problems. instructor now a “coach” roaming from team to team to answer questions, lend support/guidance as needed and engage in deeper concept discussions. incorporated i>Clicker® questions. 6

“Flipped” Organic Classes at RCGC 7

Student Outcomes 8

9

10 Traditional Flipped

Student Outcomes 11 Traditional Flipped

Student Outcomes 12 Traditional Flipped

Student Outcomes 13 Traditional Flipped

Student Outcomes 14 Traditional Flipped

Student Survey Results – Organic I 15

Student Survey Results – Organic I 16

Student Survey Results – Organic I 17

Student Survey Results – Organic II 18

Student Survey Results – Organic II 19

Student Survey Results – Organic II 20