In my two previous blog posts, we explored why Pete, Melanie and I believe critical thinking is an important aspect to undergraduate education and how we assessed whether or not flipped teaching could be used to improve critical thinking skills in our students. In this third and final chapter, we share the results of our study as well as other lessons we learned through this experience.
As an educator, researcher, wife and mother, I am dedicated to developing and assessing innovations in chemistry education, medical diagnostics, and the biophysical characterization of non-helical DNA structures found in the non-coding regions of the genome.
Website: www.katehayden.weebly.com
