Undergraduate psychology students at a mid-Atlantic HBCU were assessed on their knowledge of synaptic transmission, the multi-step process of brain cell communication. Comparison of final grades revealed that the use of the flipped classroom format along with learning techniques, self-explanation and practice testing increased the final course grade over previous semesters. Multiple sessions of practice testing integrated the use of mobile technology to make grading easier. Self-explanation required that students use online videos to explain the process in their own words. These techniques increased time studying the course material and led to higher exam grades. Thus, the use of effective learning techniques, embedded within STEM courses may play a significant role in increasing retention in STEM disciplines among African Americans.