Asee peer logo

Board 45: Teach-Flipped: A Faculty Development MOOC on How to Teach Flipped

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

8

Permanent URL

https://peer.asee.org/30037

Download Count

29

Request a correction

Paper Authors

biography

Cynthia Furse University of Utah Orcid 16x16 orcid.org/0000-0002-7139-7231

visit author page

Dr. Cynthia Furse (PhD ’94) is the Associate Vice President for Research at the University of Utah and a Professor of Electrical and Computer Engineering. Dr. Furse teaches / has taught electromagnetics, wireless communication, computational electromagnetics, microwave engineering, circuits, and antenna design. She is a leader and early developer of the flipped classroom, and began flipping her classes in 2007. She is now regularly engaged helping other faculty flip their classes (see Teach-Flip.utah.edu). Dr. Furse’s research has led to the development of a system to locate intermittent electrical wiring faults, and she is a founder of LiveWire Innovation. Her research also includes development of antennas to communicate with medical implants, and methods to predict statistical variability in bioelectromagnetic applications. Dr. Furse is a Fellow of the IEEE and the National Academy of Inventors. She has received numerous teaching and research awards including the Harriett B. Rigas Medal for Excellence in Teaching.

visit author page

biography

Donna Harp Ziegenfuss University of Utah Orcid 16x16 orcid.org/0000-0002-9981-5757

visit author page

Donna Harp Ziegenfuss, is an Associate Librarian in Graduate and Undergraduate Services in the J. Willard Marriott Library at the University of Utah. She has an Ed.D. in Academic Leadership/Higher Education and an MS degree in Applied Technology/Instructional Design. She has over 10 years of experience teaching, designing instruction, and doing qualitative research both in and outside of a library context. Her research interests focus on library and technology-based instructional planning and course design, assessment and evaluation topics, as well as online teaching and learning.

visit author page

author page

Alyson L. Froehlich University of Utah

Download Paper |

Abstract

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.

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. https://peer.asee.org/30037

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015