Abstract
A cohort of nine professors at Abilene Christian University worked through the summer semester to plan flipped classes for the fall semester. The nine professors were selected from among a group who had attended one or both of professional development presentations in which other faculty members shared their experience of using the flipped model. The two experienced faculty members served as mentors and advisors to the cohort of nine. Both participants and mentors were paid a stipend for their participation in this initiative.
Four training modules were addressed over 2 days: Overview of Flipping, Media Production, Assessment, and Active Learning. Participants redesigned their courses over the summer months, and implemented them in the Fall 2014 semester. Observations of each class were made and feedback was shared with each professor based on those observations.
This presentation addresses the process and content of training, mentoring, and implementing that took place, describes what was learned, and provides a model that trainers and teachers can follow for implementing flipped classrooms. Examples of training materials, media produced, observations, consultations, and data collected from both professors and students will be shared. Some of the activities and technologies used for the original workshops will be highlighted and used in this presentation.
Location
Room 1220 B
Recommended Citation
Christianson, David P., "Implementing a Flipped Classroom Model in Nine University Courses" (2015). SoTL Commons Conference. 156.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/156
Implementing a Flipped Classroom Model in Nine University Courses
Room 1220 B
A cohort of nine professors at Abilene Christian University worked through the summer semester to plan flipped classes for the fall semester. The nine professors were selected from among a group who had attended one or both of professional development presentations in which other faculty members shared their experience of using the flipped model. The two experienced faculty members served as mentors and advisors to the cohort of nine. Both participants and mentors were paid a stipend for their participation in this initiative.
Four training modules were addressed over 2 days: Overview of Flipping, Media Production, Assessment, and Active Learning. Participants redesigned their courses over the summer months, and implemented them in the Fall 2014 semester. Observations of each class were made and feedback was shared with each professor based on those observations.
This presentation addresses the process and content of training, mentoring, and implementing that took place, describes what was learned, and provides a model that trainers and teachers can follow for implementing flipped classrooms. Examples of training materials, media produced, observations, consultations, and data collected from both professors and students will be shared. Some of the activities and technologies used for the original workshops will be highlighted and used in this presentation.
