There is sound evidence that flipping a classroom results in better learning by students but the process of flipping appears to be difficult enough to discourage many from experimenting their own classes. We have collaborated on flipping and evaluating an advanced general chemistry class and found that the process can be relatively straightforward. Instead of lecture videos, we used a printed textbook for students to study outside of class. We prepared pre-class worksheets and in-class materials based on former students’ assessment of the most difficult topics. These materials made extensive use of published questions, tutorials, simulations, and visualizations available in Cengage OWL. Students worked in small groups with these materials for two 50-min periods per week. Two whole-class meetings per week were spent on topics selected to address areas where students were having the greatest difficulty, providing motivation, preparing students for laboratory, and discussing questions. Based on analysis of covariance students in the flipped class significantly outperformed those in a traditionally organized class. A qualitative survey indicated that students preferred the flipped format and thought that they learned more.
