Organic chemistry is very challenging
to many students pursuing
science careers. Flipping the classroom presents an opportunity to
significantly improve student success by increasing active learning,
which research shows is highly beneficial to student learning. However,
flipping an entire course may seem too daunting or an instructor may
simply choose to use this approach selectively. This exploratory,
mixed-methods study examines the effectiveness of a partially flipped
course in the first semester organic chemistry course. Two sections
were taught by the author in Fall 2015: a control section (n = 28 students) using a lecture-based format, and a flipped
section (n = 26 students), where 8, 75 min classes
(a third of the course) were taught with flipped pedagogy. Significant
improvements in test questions on flipped topics were observed, as
well as a significant reduction in the course withdrawal rate. While
the average overall course grade was similar in the two sections,
the flipped section had 25% more A’s and B’s. Survey
and focus group data show that by the end of the semester students
in the flipped section felt significantly more confident with the
course material than the control section. As measured by student surveys
over the course of the semester, students in the flipped section showed
a significant change in their preferred type of instruction from lecture
to a more collaborative approach, and also showed a significant increase
in their comfort level with working in groups and using active learning
strategies.
Both enantiomers of imperanene, a platelet aggregation inhibitor, have been synthesized in 82-90% ee. The key step of establishing the chiral center was achieved through stereoselective alkylation with benzyl chloromethyl ether using Enders' RAMP/SAMP chiral auxiliary method. The natural product was determined to be the (S)-enantiomer through comparison of optical rotation data. Reaction: see text.
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