Furse, C., & Ziegenfuss, D. H., & Froehlich, A. L. (2018, June), Board 45: Teach-Flipped: A Faculty Development MOOC on How to Teach Flipped  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30037

\bibitem{asee_peer_30037}
  Furse, C., \& Ziegenfuss, D. H., \& Froehlich, A. L. (2018, June), \emph{Board 45: Teach-Flipped: A Faculty Development MOOC on How to Teach Flipped}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30037

Cynthia Furse, Donna Harp Ziegenfuss, and Alyson L. Froehlich.  "Board 45: Teach-Flipped: A Faculty Development MOOC on How to Teach Flipped".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30037 Internet.  18 Apr, 2024

\bibitem{asee_peer_30037}
  Cynthia Furse, Donna Harp Ziegenfuss, and Alyson L. Froehlich.
  "Board 45: Teach-Flipped: A Faculty Development MOOC on How to Teach Flipped".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30037 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_30037
author = "Cynthia Furse, Donna Harp Ziegenfuss, and Alyson L. Froehlich"
title = "Board 45: Teach-Flipped: A Faculty Development MOOC on How to Teach Flipped"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30037}
number = {10.18260/1-2--30037}
}

TY  - CPAPER
AB  - This paper reports on an NSF project under which we created a faculty development program to help faculty learn to flip their classes. What started out as a program designed for local STEM faculty quickly expanded to include faculty around the country and the world, across a wide variety of disciplines and K-12 teachers as well. The program included three modules – backwards design applied to the flipped class, creating online materials (video lectures), and active learning strategies for the face-to-face classroom. These modules were taught in a variety of different ways for different audiences including in-person workshops, flipped semi-in person workshops, and completely online MOOCs. The online MOOCs are now taught each semester by our Center for Teaching and Learning Excellence through Canvas.Net.

We observed several interesting things as we helped such a broad variety of faculty work through the basic ideas of flipping a class. The richness this broad community provided was observed in the discussion forums, and we identified a variety of specific concerns that were in some cases general to all disciplines (for instance, how can I find the time to make these course changes) and in others limited to specific disciplines or circumstances (for instance, how can I explain to a nurse how to insert an IV online or how can I use this type of pedagogy in a K12 class where the students have limited internet at home). We found that people who signed up for the course did so for a variety of reasons, not all of which were directly related to wanting to immediately prepare to flip their courses. Far more participants were simply beginning their exploration of this and other new teaching strategies. For many, the online discussion forum proved a valuable conduit to explore these concerns with peers (many of whom had substantial experience to share on the matter), and with the professionals who were running the course.
This paper will describe the experience of developing this course and sharing it with a wide variety of audiences.

AU  - Cynthia Furse
AU  - Donna Harp Ziegenfuss
AU  - Alyson L. Froehlich
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Board 45: Teach-Flipped: A Faculty Development MOOC on How to Teach Flipped
UR  - https://peer.asee.org/30037
DO  - 10.18260/1-2--30037
ER  -