<em>The Enhanced Flipped Classroom: Increasing Academic Performance with Student-recorded Lectures and Practice Testing in a "Flipped" STEM Course</em>

Abstract

Undergraduate psychology students at a mid-Atlantic HBCU were assessed on their knowledge of synaptic transmission, the multi-step process of brain cell communication. Comparison of final grades revealed that the use of the flipped classroom format along with learning techniques, self-explanation and practice testing increased the final course grade over previous semesters. Multiple sessions of practice testing integrated the use of mobile technology to make grading easier. Self-explanation required that students use online videos to explain the process in their own words. These techniques increased time studying the course material and led to higher exam grades. Thus, the use of effective learning techniques, embedded within STEM courses may play a significant role in increasing retention in STEM disciplines among African Americans.Keywords: STEM, education, flipped classroom, academic performance, HBCUIntroductionIn a required course, Physiological Psychology, undergraduate psychology students at a midAtlantic historically Black college and university (HBCU) were assessed on their knowledge of synaptic transmission, the multi-step physiological process of brain cell communication. The students were asked to describe the neural network communication process in terms of the anatomy of the nerve cell, ion transfer across the cell membrane, and how ionic changes would register on an oscilloscope graph. These topics comprised the majority of the midterm exam and were a major component of the cumulative final exam.All students enrolled in the course were Psychology majors and most were seniors. During discussions held during the introductory lecture, many students routinely expressed a dislike for biological science. Students commented that courses with a focus on math or biology content are more challenging. One reason for this view may be the fact that required courses within the Psychology curriculum, such as Qualitative Methods, Experimental Psychology, and Anatomy and Physiology are spread out, if taken in the recommended sequence, across six semesters. In addition, earlier math/sciences courses in General Education are ordinarily taken during freshmen or sophomore years. Therefore, it is often difficult for students to see the relationships and similarities between the subject matter of each course.Addressing the myriad and varied reasons behind the lower numbers of college students, particularly minority students, who attain degrees in science, technology, engineering, and mathematics (STEM) disciplines are necessary in order to reverse current trends. As of 2008, less than 10% of all bachelor's degrees are awarded to African American and Hispanic students (National Science Foundation, 2010; Palmer, Maramba, & Dancy, 2011). Nonetheless, according to U.S. Census Bureau data, 2020 population projections indicate that minority populations will comprise nearly 40% (66 million people) of the American workforce (Toosie, 2012). Reducing attrition rates in STEM majors and increasing enrollment and graduation rates is vital for increasing the number of future workers and for ensuring that the STEM workforce is diverse and inclusive (National Science Foundation, 2010; Palmer, Maramba, & Dancy, 2011; Soldner et al., 2012). Therefore, the factors influencing these students to drop out of college or to switch to nonSTEM majors must be assessed (Palmer, Maramba, & Dancy, 2011).At the university in which this study was conducted, psychology professors who teach courses with more biology or math content commonly report lower average class grades than other courses in the department. The activities communicated in this report were undertaken by a newly hired instructor in response to consistently lower average course grades (approximately 68%). Low averages were recorded for 3 consecutive semesters in the course Psychology 412, Physiological Psychology. A grade of C (70%) is considered passing and is necessary to meet graduation requirements. …