Flipping Crazy: The Large Lecture Flipped Classroom Model at the University of Southern Maine

Document Type


Publication Date


Publication Title

Addressing the Millennial Student in Undergraduate Chemistry


While the flipped classroom model has really taken off in high school and smaller undergraduate classrooms, it has been slow to develop into a model that can be utilized in a large lecture classroom. Starting in the fall of 2012 we decided to “flip” the general chemistry classroom at the University of Southern Maine (USM). By creating YouTube videos and assigning online pre-class quizzes, we were able to move much of the content delivery outside the classroom. A classroom response system allowed us to quickly gauge the level of student understanding of the assigned material, and to focus on problem areas. Online homework, a Google+ community, and a new course web space provided additional student support. During the first year, we found we were able to have students work in groups, complete more practice problems, build problem-solving skills, and have more in-depth class discussions. While these changes made appreciable improvements on student engagement and learning, we realized many students were still unsuccessful in the class due to underdeveloped math and study skills. In the second year of the flipped classroom, we added a recitation session with undergraduate teaching assistants, focusing this extra hour on math, study, and problem solving skills. These course changes had a major impact on student success and retention in the general chemistry course at the University of Southern Maine. Our D, F, W rates significantly dropped while the number of students passing the course significantly increased. Student responses to an end of semester survey found that many of the students found the course structure extremely beneficial to their learning and helped to alleviate many of the pressures (anxiety, and under-developed math and study skills) of the course.


DOI: 10.1021/bk-2014-1180.ch005

Copyright © 2014 American Chemical Society.

Addressing the Millennial Student in Undergraduate Chemistry is the property of The American Chemical Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)