Teaching Tips: Model for a Flipped Wet Laboratory Course for a Heterogenous Student Base

Abstract

We provide a set of practices implemented within the last year that integrate experiential learning cycles into an established introductory wet-lab course. The use of this cycle during the course and impact on meeting course defined learning objectives and student responses are considered in defining success. Each of the three practices are described and assessed via student self-evaluated confidence in learning objectives using anonymous voluntary questionnaires. Course performance before and after implementing Kolb’s practices are examined on summative assessments. Examples and generalized applicability are considered. Course performance relative to school and departmental scores were assessed using school-administered surveying. We find these practices resulted in very high (Likert scale 4.3–4.65/5) responses to growth within learning objectives by students. Specific prompts for the best aspect of the course and topic learned the best indicate the elements that were added to reinforce the reflection aspect of experiential learning, writing reports and reading other literature, were both mentioned frequently. The overall course performance after addition of Kolb’s cycle of learning exceeded the average of both the department and school offerings. Based upon individual student responses, course grades, and in comparison to other courses at Johns Hopkins University, we find that implementing Kolb’s stage of experiential learning were highly successful in student satisfaction and grades (as a metric of comprehension).