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ERIC Number: EJ1074367
Record Type: Journal
Publication Date: 2015-Sep
Pages: 3
Abstractor: As Provided
ISSN: ISSN-0021-9584
ConfChem Conference on Flipped Classroom: Improving Student Engagement in Organic Chemistry Using the Inverted Classroom Model
Rossi, Robert D.
Journal of Chemical Education, v92 n9 p1577-1579 Sep 2015
Improving student engagement in STEM (science, technology, engineering, and mathematics) courses generally, and organic chemistry specifically, has long been a goal for educators. Recently educators at all academic levels have been exploring the "inverted classroom" or "flipped classroom" pedagogical model for improving student engagement in subjects spanning the fields from liberal arts to business studies to science and technology. This learner-centered pedagogy, in which course content is delivered outside the classroom, allows class time to be more productively used for higher-level engaging activities, such as collaborative and problem-based learning through instructor-led applications of the material delivered outside of class. The techniques used and the technology employed to deliver an inverted two-semester organic chemistry classroom at Rowan College at Gloucester County along with preliminary student performance data versus the traditional lecture classroom format are presented. This communication summarizes one of the invited papers to the ConfChem online conference Flipped Classroom, held from May 9 to June 12, 2014, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE).
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
Grant or Contract Numbers: N/A