Flipping STEM Classrooms Collaboratively Across Campuses in California
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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Educational Research and Methods
- Page Count
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11
- DOI
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10.18260/1-2--28370
- Permanent URL
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https://peer.asee.org/28370
- Download Count
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645
Paper Authors
Laura E. Sullivan-Green San Jose State University
Dr. Laura Sullivan-Green is an Associate Professor and Department Chair in Civil and Environmental Engineering at San José State University. She obtained her BS from the University of Dayton (Dayton, OH) in 2002 and her MS (2005) and PhD (2008) from Northwestern University (Evanston, IL). She teaches in the areas of Geotechnical Engineering, Engineering Mechanics, and History of Technology. Her research interests include evaluating crack age in construction materials, forensic engineering education, and engineering education pedagogy. She serves on the SJSU Academic Senate and the Forensic Engineering Division of the American Society of Civil Engineers. Laura is the co-PI for the Department of Education’s First in the World Grant awarded to San José State University, in partnership with Cal Poly Pomona and California State University- Los Angeles.
Ravisha Mathur San Jose State University
Ravisha Mathur is a faculty member in the Connie L. Lurie College of Education at San José State University. She has been active in working on instructional pedagogy in her classrooms for over 10 years. She has been teaching online for five years and reviewing online courses with the Quality Matters (QM) organization and in 2015 she transitioned to become a master reviewer. Currently, she is a QM Team Leader for the university and the Faculty Learning Community coordinator for the First in the World Program Grant.
Andrew Hale Feinstein San Jose State University
Abstract
San José State University, in partnership with California State University-Los Angeles and Cal Poly Pomona, was awarded a prestigious 2015 First in the World grant, sponsored by the Department of Education. The multi-campus effort is focused on bringing the flipped classroom model to seven STEM gateway courses over three years that have high failure rates through collaborative efforts from faculty on the three partner campuses. SJSU, CSULA, and CPP are all designated Hispanic-Serving Institutions and Minority-Serving Institutions, though their demographics are very different. High impact practices like the flipped classroom approach have been shown to increase URM student success and retention. Development/selection of course materials that promote active learning and student engagement is shared among the faculty collaborators, a divide-and-conquer approach to overcoming the often overwhelming challenge of creating a full length flipped classroom. The first courses currently being flipped are Calculus I and Physics I. In addition to promoting student success through active learning pedagogy, our approach also includes a multi-disciplinary, cross-campus faculty learning community (FLC) that serves as a model of active learning for our faculty, as well as providing training and support during development and implementation of the flipped classroom. Our flipped classroom model and FLC are based on the Community of Inquiry (CoI) framework, which states that an educational experience is a blend of social presence (establishing strong relationships), cognitive presence (moving beyond understanding to exploration, integration, and application), and teaching presence (a combination of environment and directed facilitation components). Initial data on student success as a result of the flipped classroom implementation in Calculus I and Physics I will be presented. In addition to student success data, qualitative data on student and faculty satisfaction with the flipped classroom will also be presented.
Sullivan-Green, L. E., & Mathur, R., & Feinstein, A. H. (2017, June), Flipping STEM Classrooms Collaboratively Across Campuses in California Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28370
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