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Supporting Faculty to “Do the Flip!” Lessons Learned when Transitioning Faculty to Active Pedagogy in the Classroom

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

October 19, 2019

Conference Session

Faculty Development Lightning Talks

Tagged Division

Faculty Development Constituent Committee

Tagged Topic


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Paper Authors


Laura E. Sullivan-Green San Jose State University

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Dr. Laura Sullivan-Green is an Associate Professor and Department Chair in the Civil and Environmental Engineering Department 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 Forensic Engineering. Her research interests include evaluating crack age in construction materials, forensic engineering education, and STEM education pedagogy. She serves on the SJSU Academic Senate as the chair of the Instruction and Student Affairs committee and the Forensic Engineering Division of the American Society of Civil Engineers. Laura is the 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.

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Patricia R. Backer San Jose State University

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Dr. Backer been a faculty at SJSU since 1990 and held positions as an assistant professor, associate professor, professor, department chair, and director. Since coming to San Jose State University in 1990, I have been involved in the General Education program. Currently, Dr. Backer serves as the PI for the Title III Strengthening grant both from the U.S. Department of Education.

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Ravisha Mathur San Jose State University

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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.

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San José State University, in partnership with California State University-Los Angeles and Cal Poly Pomona, are developing supportive methods to transition STEM faculty from lecture-based instruction to instruction using active learning pedagogies. These efforts, sponsored by the Department of Education’s First in the World Grant Program, focus on providing faculty training through workshops conducted in the active learning model, resources to support their material development, and peer support through access to multi-disciplinary/multi-campus learning communities. Active learning pedagogies like the flipped classroom have been shown to be a high impact practice that increases URM student success and retention. The partner campuses, all part of the California State University System, are all designated Hispanic-Service Institutions and Minority-Serving Institutions. While their designations are similar, their demographics are not. Each campus has their own unique student and faculty makeup. These varied demographics provide a level of rigor to materials collaboratively developed and tested across the campuses. Activities and materials developed follow 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). Materials developed to train, support, and evaluate faculty will be presented, along with sharing lessons learned about support needed from all levels of administration to create a culture of change across STEM education. Lessons learned will include ways to avoid the “slump” often seen with student success as faculty implement new teaching and supporting peer evaluations for promotion when the evaluator is unfamiliar with active learning.

Sullivan-Green, L. E., & Backer, P. R., & Mathur, R. (2019, June), Supporting Faculty to “Do the Flip!” Lessons Learned when Transitioning Faculty to Active Pedagogy in the Classroom Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33323

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