Just the Flippin’ FAQs
- Conference
- Location
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Salt Lake City, Utah
- Publication Date
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June 23, 2018
- Start Date
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June 23, 2018
- End Date
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July 27, 2018
- Conference Session
- Tagged Division
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Chemical Engineering
- Page Count
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26
- DOI
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10.18260/1-2--30741
- Permanent URL
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https://peer.asee.org/30741
- Download Count
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591
Paper Authors
Julie L. P. Jessop University of Iowa
Dr. Julie L. P. Jessop is an Associate Professor of Chemical & Biochemical Engineering at the University of Iowa. She received her B.S. in 1994 and her Ph.D. in 1999, both in Chemical Engineering from Michigan State University. Dr. Jessop’s research interests include spectroscopy, epoxide/acrylate photopolymerizations, dental resins, electron-beam polymerizations, and polymers from renewable resources. She has received a National Science Foundation CAREER award, the 2017 University of Iowa President & Provost Award for Teaching Excellence, and is a fellow of the American Chemical Society. She is active in the American Chemical Society as a Science Coach and Past Chair and Councilor for the Division of Polymeric Materials: Science & Engineering; in RadTech as a standing member of the Technical Conference Review Committee; and for Project Lead the Way as an Affiliate Professor. She was selected to participate in the National Academy of Engineering’s Frontiers of Engineering Education (FOEE) and the American Society for Engineering Education’s Virtual Community of Practice (VCP). She enjoys teaching chemical engineering and, as an alumna of FOEE and VCP, champions active learning principles and provides support for “flipped” classroom design.
Anna L. Flaming University of Iowa
Anna L. Bostwick Flaming (Specialist in Teaching and Learning, University of Iowa Center for Teaching) provides pedagogical support through one-on-one consultations, workshops, and other programs for instructors across campus. She has designed and facilitated workshops and institutes on a variety of topics, including basic teaching strategies, active learning, student motivation, inclusive teaching, and course design. Anna currently directs the Early Career and SOTL Programs and previously ran the TILE active learning Program at Iowa.
Abstract
Flipping is an appealing method to engage students for meaningful and active learning. In a flipped classroom, the in-class and out-of-class elements are often reversed (e.g., typical lecture content is gained by watching short podcasts at home, while homework problems are conquered in class with coaching by an instructional team). However, many find the perceived barriers to developing and coordinating content and activities for a flipped classroom daunting. Here, frequently asked questions generated during multiple workshops designed to overcome barriers for active learning in engineering courses are addressed, resulting in a guide to flipping the engineering classroom. Responses are based upon a faculty member's experience and engagement in the Scholarship of Teaching and Learning (SOTL), as well as pedagogical advice from the literature and observations from a specialist in teaching and learning who interacts with many faculty across campus engaged in course design. Topics include:
- Finding resources suitable for engineering courses - Designing and facilitating activities that will enhance learning during in-class time - Course design, active learning, and coverage - Discussing course design with students and overcoming students' perception that the professor is not really teaching. - Helping students to use and to engage productively with out-of-class materials - Active learning in a variety of classroom spaces
Jessop, J. L. P., & Flaming, A. L. (2018, June), Just the Flippin’ FAQs Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30741
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