Survey of Tools and Techniques Used in Large Lecture Preparatory Chemistry at Ohio University

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© 2019 American Chemical Society. All rights reserved. Large chemistry classes include several challenges when trying to engage students. Studies show that these difficulties arise from hearing and visualizing course materials during lecture, lack of productive discussion during class, lecturer's inability to gauge students understanding in class, and overall student engagement with course material (Lynch, R. P.; Pappas, E. International Journal of Higher Education 2017, 6, 199-212). The question becomes, how do we as educators effectively disseminate information to a large number of students in an engaging and useful way? The aim of this paper is to inform other educators on the tools and techniques used in my preparatory chemistry class at Ohio University to combat student's overall lack of engagement. To help structure engagement in my classroom, the flipped classroom model was utilized and is discussed in this chapter. The implementation, use, and progression of pre-class videos, in-class personal response systems, and after-class videos is the primary focus of this chapter. As a way to gauge student engagement, the DFW of my class over the past 6 years is discussed in the results/conclusion section of this chapter.