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Abstract
Converting a first-term, accelerated summer organic chemistry course to a flipped format narrowed the achievement gap between students seeking to get ahead in their course of study and those repeating the course. Exam performance improved in the following course in the sequence (taught in traditional format) for students who had previously failed the first-term course. While most students responded positively to the new course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access and retention of diverse students in STEM.
Supplementary materials
Title
Getting Students Back on Track Combined SI
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Title
Getting Students Back on Track - Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction
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Title
CHEMRXIV Getting Students Back on Track Combined SI V2
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