Flipping the General Chemistry Laboratory : Increasing Student Engagement by Enhancing Self-Directed Learning

dc.contributor.author	Halfen, Jason A.
dc.contributor.author	Theisen, Roslyn M.
dc.contributor.author	White, Gabrielle
dc.date.accessioned	2018-02-21T18:14:26Z
dc.date.available	2018-02-21T18:14:26Z
dc.date.issued	2018-02-21T18:14:26Z
dc.identifier.uri	http://digital.library.wisc.edu/1793/78037
dc.description	Color poster with text, tables, and graphs.	en
dc.description.abstract	The goal of this study is two-fold: to gather information about the impact of flipped and traditional teaching modes on student understanding of course material, as well measuring students' attitudes about chemistry. Our hypothesis is that students who are enrolled in the flipped curriculum course will have a higher measurable outcome of understanding and attitudes towards chemistry.	en
dc.description.sponsorship	Center for Teaching Excellence and Learning Summer SoTL Grant Program; WiscAMP Small Grants Program; University of Wisconsin--Eau Claire Office of Research and Sponsored Programs	en
dc.language.iso	en_US	en
dc.relation.ispartofseries	USGZE AS589;
dc.subject	Chemistry education	en
dc.subject	Chemistry	en
dc.subject	Higher education--Instruction	en
dc.subject	College students	en
dc.subject	Posters	en
dc.title	Flipping the General Chemistry Laboratory : Increasing Student Engagement by Enhancing Self-Directed Learning	en
dc.type	Presentation	en