Student perspectives on a flipped OB course at course completion and 2-3 years later Doug Schirch BCCE July 2018

Changing student demographics: Chem 103, Chemistry & Health: survey of organic and biochemistry for 1st-year nursing students, 27-44 students Changing student demographics: In past 14 years the mix of students has been evolving to include: more 1st-generation college students more commuter students Has meant more students struggling

June 2014 conference in Denver: my introduction to “flipping” a course. Goals for flipping my OB course: Fewer students finish with DFW grades Overall class learning doesn’t decrease Student approval After course students will be better prepared to succeed in other courses more likely to graduate.

√ √ √ June 2014 conference in Denver: my introduction to “flipping” a course. Goals for flipping my OB course: Fewer students finish with DFW grades Overall class learning doesn’t decrease Student approval After course students will be better prepared to succeed in other courses more likely to graduate. √ √ √

Use of classroom time Answer questions. Announcements (1-2 min.) Check pre-class preparation Check their notes on assigned videos. Done during their group problem-solving. (~5-10 sec.) Mon & Fri: “Memorization quiz” on content for that day (~5 min.) Group work, with expert assistance (~40 min.) 2015: Assigned end-of-chapter homework 2016: My worksheets (HW + more problems) 2018: Revised worksheets: in-class + post-class Testing: Wed. quiz on past 3 sessions. (~10 min.)

Trend in DFW grades Students with DFW Grades Each Year Flipped

Trend in DFW grades Students with DFW Grades Each Year Flipped Began Study Groups

Class performance after flipping Flipped * ~25% of class has no SAT/ACT * ~25% of class has no SAT/ACT

Class performance after flipping Flipped * ~25% of class has no SAT/ACT

Average weekly time spent on course outside of class End-of-course Survey Average weekly time spent on course outside of class 2013 2015 2016 2018 Class average 5.9 hrs 9.1 hrs 10.1 hrs 7.8 hrs Class median 5.0 hrs 8.0 hrs 8.8 hrs 7.0 hrs Ave. of 5 lowest resp. 2.1 hrs 4.5 hrs 4.2 hrs 3.0 hrs How often did you rewatch lecture videos? “Of every 10 videos I watched, I would rewatch on average … None 1 of the videos 2 videos 3-5 videos 6 or more Responses (n=97 of 102 students, 2015, ‘16, ‘18) 25% (24) 22% (21) 32% (31) 13% (13) 8% (8) 75% 21%

Survey: Preferred Course Flipped? “… I preferred the switch, having videos of the lectures and doing homework in class.” Strongly disagree Disagree Neutral Agree Strongly Agree AVERAGE [Scale = 1-5] 2015 (n=24 of 26 students) 17% (4) 4% (1) 17% (4) 13% (3) 50% (12) 3.8 2016(n=41 of 42) 2% 7% (3) 5% (2) 12% (5) 73% (30) 4.5 2018(n=32 of 34) 3% 9% (3) 25% (8) 59% (19) 4.3

Improved Study Skills for future? “… I improved my skills for studying and learning in ways that I think help me with other courses.” Strongly disagree Disagree Neutral Agree Strongly Agree AVERAGE [Scale = 1-5] 2015 (n=24 of 26 students) 8% (2) - 46% (11) 38% (9) 4.0 2016 (n=41 of 42) 2% (1) 17% (7) 29% (12) 51% (21) 4.3 2018 (n=32 of 34) 6% 22% 44% (14) 28% 3.9

Overall Course Evaluation “Overall, I rate this course as excellent.” Strongly disagree Disagree Neutral Agree Strongly Agree AVERAGE [Scale = 1-5] 2013 (26) - 4% 27% 35% 4.0 2014 (23) 43% 17% 3.8 2015 (24) 8% 38% 54% 4.5 2016 (41) 7% 20% 15% 59% 4.2 6% 19% 69% 4.4

Response rate: 27-31 of 67 students (40-46%) 2018 Survey of ‘15 & ‘16 Students Did the course help you adjust to the increased workloads of college courses? with new study strategies? and did they help you in later courses? Other comments? Grade in course? Current major? Response rate: 27-31 of 67 students (40-46%)

2018 survey of ‘15 & ‘16 students

2018 survey of ‘15 & ‘16 students

2018 survey of ‘15 & ‘16 students

2018 survey of ‘15 & ‘16 students Most from students no longer in nursing and/or got grade <A

Did any new study strategies help you in other college courses? 2018 survey of ‘15 & ‘16 students Did any new study strategies help you in other college courses?

2018 survey of ‘15 & ‘16 students 7 of 10 comments mention memorizing/rewriting notes.

Summary of most frequent student comments 2018 survey of ‘15 & ‘16 students Summary of most frequent student comments Type of comment Freq. Class practice and/or study groups helpful 8 Lectures as videos helpful 7

Summary of most frequent student comments 2018 survey of ‘15 & ‘16 students Summary of most frequent student comments Type of comment Freq. Memorization quizzes helpful 8 Class practice and/or study groups helpful Lectures as videos helpful 7 Helped with time management 4 Was a lot of work, but worth it 3 Appreciated instructor made sure notes taken Was skeptical at first, but worked 2

Motivation for memorization quizzes What we’ve learned from cognitive psychology about faulty study techniques favored by students, versus techniques proven effective. “Fluency illusions.” Rereading notes doesn’t work, and deceives students about what they “know.” What works: frequent retrieval practice. Also: Cornell note-taking method. Includes: cover your notes and give as much as you can from memory.

Motivation for memorization quizzes Rationale: Rote memorization not end goal. These a small part of final grade. But the higher-order thinking required for: naming organic compounds predicting reaction products answering questions about biochemical processes etc. can’t be done without having memorized key info.

Sample “Memorization Quiz” In class: each student gets blank paper and must reproduce this. Posted on Moodle. Removes ‘guessing’ what will be tested. Graded to force mastery: Double pts deducted for errors.

Sample “Memorization Quiz” In class: each student gets blank paper and must reproduce this. Posted on Moodle. Removes ‘guessing’ what will be tested. Graded to force mastery: Double pts deducted for errors.  

Sample “Memorization Quiz” In class: each student gets blank paper and must reproduce this. Posted on Moodle. Removes ‘guessing’ what will be tested. Graded to force mastery: Double pts deducted for errors.  

Sample “Memorization Quiz” In class: each student gets blank paper and must reproduce this. Posted on Moodle. Removes ‘guessing’ what will be tested. Graded to force mastery: Double pts deducted for errors.  

Sample “Memorization Quiz” In class: each student gets blank paper and must reproduce this. Posted on Moodle. Removes ‘guessing’ what will be tested. Graded to force mastery: Double pts deducted for errors.   No complaints!

Students more likely to graduate?

Students more likely to graduate? 2009 – 2014 (n = 188) 2015 – 2016 (n = 69) Dropped out or transferred within a year of course 26% Had GPA <2.5 and dropped out 16%

Students more likely to graduate? 2009 – 2014 (n = 188) 2015 – 2016 (n = 69) Dropped out or transferred within a year of course 26% 29% Had GPA <2.5 and dropped out 16% 13%

Recognition Goshen College Faculty Development Funds June 2014 conference Invitation for BCCE presentation Goshen College Faculty Development Funds

Questions? email: dougms@goshen.edu