faculty development July 30

Let’s Practice What We Teach: Flipping Faculty Development

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Faculty everywhere are flipping their classes, but can we flip faculty development? That’s the question I asked myself when I flipped the pre-conference workshop at the 2016 Teaching Professor Technology Conference. What I discovered is that we can “practice what we teach” and design faculty-centered learning experiences much the same way we design student-centered learning experiences.

In this article, I provide a few recommendations for flipping a faculty development workshop. For further inspiration, the article concludes with a showcase of the work created by the participants in my workshop last fall.


active learning strategies April 23

Three Active Learning Strategies You Can Do in 10 Minutes or Less

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A 2015 survey of Faculty Focus readers found that the number one barrier preventing faculty from implementing the flipped classroom model and other active learning experiences into their courses is TIME. Faculty reported they don’t have time to plan extra learner-centered activities, due to increasing responsibilities, and they don’t have time to implement the activities in class because there’s too much content to cover.

If you feel this way, you’re not alone. But, you can still create engaging learning experiences for students. And you can do it in 10 minutes (or less).


flipped learning ideas February 6

Don’t Just Flip—Unplug

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Why “unplug” in the classroom?

In his book Teaching Naked, Jose Bowen challenges us to rethink the role of technology in our courses and be more intentional about when we use it, why we use it, and what our students do with it. Bowen (2012) explains, “Technology is most powerfully used outside of class as a way to increase naked, nontechnical interaction with students inside the classroom” (preface, p. x). Here are three reasons you might want to consider adding unplugged strategies to your classroom:

  • To increase focus. In my work, the FLIP means to “Focus on your Learners by Involving them in the Process” (Honeycutt 2013 & 2016a). When you FLIP, you focus on integrating active learning strategies and helping students achieve higher-level learning outcomes when they are in class with you and their peers. When your students disconnect from their devices for part of a lesson, they can connect with each other and work with the course material in a different way. They are focused on the task of solving a problem, organizing information, analyzing content, or creating something new.
  • To decrease distractions. In a 2013 study, undergraduate students reported using a device (phone, laptop, tablet) almost 12 times a day during class for nonclass activities (McCoy). Interestingly, in 2012, researchers found that students did not have to be the ones engaging in nonclass activities to be distracted. Students in view of a peer engaged in off-task activities scored 17 percent lower on a post-lecture comprehension test (Sana, Weston, and Cepeda, 2012).
  • To add value. One of the most common challenges faculty face when implementing flipped and blended instructional design models is how to encourage students to complete coursework outside of the in-person class time. Students need to know how their out-of-class work will be used in class. Bowen (2012) explains, “Nothing has more potential to eliminate boredom and create an incentive for a student to come to class prepared than a complete rethinking of the use of class time, overhauling it from a passive listening experience into a transformative learning environment” (p. 185).

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top teaching and learning articles of 2017 December 15, 2017

Top 17 of 2017: Our Most Popular Teaching and Learning Articles

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As another year draws to a close, the editorial team at Faculty Focus looks back on some of the most popular articles of the year. Throughout 2017, we published more than 200 articles, covering a wide range of teaching and learning topics, including assignment strategies, cell phone policies, course design, flipped classrooms, online discussions, study strategies, and grading policies.

In this, our last post of the year, we reveal the top 17 articles for 2017. Each article’s ranking is based on a combination of factors, including e-newsletter open and click rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.



students not engaged July 6, 2017

The Flipped Classroom: Strategies to Overcome Student Resistance and Increase Student Engagement [Transcript]

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The flipped classroom model encourages students to complete preliminary work prior to class so they are prepared to engage in higher-level learning experiences during class. But what happens when students don’t do the preclass work and aren’t prepared to participate?

This can be one of the most frustrating aspects of the flipped classroom model, and you may consider abandoning the approach completely. But there are strategies you can use to address these challenges and increase students’ motivation to come to class prepared and ready to engage.

Dr. Barbi Honeycutt, founder of FLIP It Consulting and an expert on the flipped classroom, provides strategies you can use to create a successful flipped learning experience for you and your students.

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TA working with small group of students. May 19, 2017

Using a Flipped Classroom Approach and Just-in-Time Teaching to Engage Students

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Silvia Martins, an associate professor in the Department of Epidemiology in Columbia University’s Mailman School of Public Health, faced a challenge in her introductory epidemiology course, Principles of Epidemiology. She found that students needed more time to process the weekly lecture material before attending the follow-up seminar sessions with teaching assistants (TAs).

As a recipient of the Provost’s Hybrid Learning Course Redesign and Delivery grant, Martins worked with the Center for Teaching and Learning (CTL) to develop a plan that would give students the opportunity to spend more time with lecture content as well as provide TAs with feedback on how students were absorbing the material. Over the course of several semesters Martins redesigned the course using the flipped classroom model and incorporated recorded video lectures and Just-in-Time-Teaching (JiTT) techniques that promote the use of class time for more active learning.


active learning project March 4, 2017

Flipping Your Classroom without Flipping Out Your Introverted Students

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One of the central features of a flipped classroom is the active learning that takes place within it. When students come to class having viewed a short lecture or read materials in advance, then classroom time can be devoted to engaging with that material, focusing on challenging elements, and applying what has been learned. This requires careful planning as the role of the faculty member shifts from being a transmitter of information to a designer of learning activities.

When designing learning activities for your flipped classroom, it is vital to keep the needs of all of your students in mind. Many extroverted students will be delighted to see the lecture hall transformed into a place where group brainstorming, problem-solving, and collaborative learning become the norm. For students who sit further along the introversion end of the temperament spectrum, the lecture hall perfectly suits their preferred style of learning. They may be less delighted at the prospect of change.

So, before you begin flipping, it might be helpful to consider the implications of temperament on teaching and learning. The concepts of introversion and extroversion, originally conceived by Carl Jung, have been helpful ways of understanding basic differences in human temperament (Jung 1970). Jung proposed that this critical element of our personality affects how we engage in social activity and influences our preferred levels of external stimulation. Extroverts prefer higher levels of stimulation and are typically are energized by social interaction, whereas introverts are comfortable with quiet and can find connecting with large groups of unfamiliar people exhausting. They may have excellent social skills and enjoy meaningful friendships, but are quite happy in their own company.

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students in flipped classroom February 7, 2017

Four Strategies for Effective Assessment in a Flipped Learning Environment

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Flipped learning environments offer unique opportunities for student learning as well as some unique challenges. By moving direct instruction from the class group space to the individual students’ learning spaces, time and space are freed up for the class as a learning community to explore the most difficult concepts of the course. Likewise, because students are individually responsible for learning the basics of new material, they gain regular experience with employing self-regulated learning strategies they would not have in an “unflipped” environment.

But because initial engagement with new material is done independently as a preparation for class time, rather than as its focus, many things could go wrong. If students do the assigned pre-class work but don’t acquire enough fluency with the basics—or if they simply don’t do it at all—then the in-class experience could be somewhere between lethargic and disastrous. How can an instructor in a flipped learning environment avoid this and instead have consistently engaging and productive learning experiences for students in both the individual and group spaces?


group work in college classroom January 23, 2017

Bridging the Gap between Pre-Work and In-Class Sessions in the Flipped Classroom

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One of the challenges of the flipped classroom is building meaningful connections between the pre-work and the in-class sessions. Opponents of the flipped classroom argue that information overload can easily occur in flipped classrooms (Benitez, 2014). Furthermore, while many instructors prefer to use short videos or online modules for the delivery of the pre-work, active learning strategies in the classroom need not be tech heavy. The greatest benefit to using the flipped classroom is the implementation of active learning strategies within the repurposed class time (Michael, 2006; Jensen et al., 2015). The techniques provided here can all be completed in your class with whiteboards, markers, and/or chart paper. In this article, I will share four different strategies that can help your students connect with your classroom pre-work, and embrace a constructivist approach that will help them apply their new knowledge.