Organic Chemistry is a critical course for students pursuing undergraduate degrees in STEM. This course has traditionally been challenging and can discourage many students from continuing in STEM degrees. Given the high failure rates for this course, it is imperative that we find curriculum innovations that will improve the performance of students from all backgrounds in this course. To this end, we have implemented flipped classroom-Peer-led Team Learning (PLTL) reform model in the high enrollment Organic Chemistry courses at our institution. Herein, we will present the preliminary results of this implementation on two sections of Organic Chemistry. The results of the reform on students' attitude and perceptions toward the course format and on student performance will be discussed. This presentation is intended for STEM or related faculty interested in the outcomes and implementation of active-learning strategies.
