Lecture Less, Guide More: Flipping the Classroom Faculty Fellowship 2013-2014
- Dates: September 2013 – May 2014
The purpose of this fellowship is to share faculty experiences using active learning techniques to achieve greater student learning, and to implement new techniques in your classroom. (The “Flipped Classroom Field Guide” is a resource for more information and faculty stories about flipped classrooms.) Participants in the Fellowship are a mix of faculty who are already flipping their classroom or wanting to try for the first time.
Faculty completing the program will receive a stipend of $1000 deposited to a Duke University research account, positive feedback on their teaching, increased connections with other faculty, and the opportunity to deliver a presentation at a conference.
- Dorian Canelas, Chemistry
- Charlotte Clark, Nicholas School of the Environment
- Amanda Starling Gould, Literature
- Henry Greenside, Physics
- Stephen Kelly, Public Policy
- Mohamed Noor, Biology
- Ken Rogerson, Public Policy
- Kearsley (Karrie) Stewart, Duke Global Health Institute
- Liz Turner, Department of Biostatistics and Bioinformatics and Duke Global Health Institute
- Sandra Valnes Quammen, Romance Studies
- JoAnne Van Tuyl, Slavic & Eurasian Studies
- Steve Wallace, Biomedical Engineering
Faculty will meet every three to four weeks for the academic year. Participants will prioritize and set the meeting agendas, which will include
- discussion of, and practice with, active learning techniques
- sharing teaching tips among participants
- meeting with invited guests who have flipped their classrooms
- visits to Duke classrooms to observe active learning activities
- developing a course outline including learning objectives and assessments to guide activities
- developing an assessment to determine if faculty goals are met
- discussing educational research literature about flipping the classroom/active learning
- discussing ways of providing content for students outside of the classroom
- preparing a proposal for a conference presentation about their flipped classroom
All participants will include appropriate active learning techniques in their classrooms, and will lecture less than 50% of the class time in an average class. Participants will be able to give suggestions and advice to others in the fellowship, and will also be able to serve as a resource for other faculty. Participants will be able to cite their own experiences and current educational literature about the gains in student learning as a result of active learning.
- provide a course outline and sample activities to be shared on the CIT website
- report on the effectiveness of their active learning techniques
- provide and receive positive and useful feedback following classroom visits
- prepare a proposal for a presentation at a teaching conference or the education section of their discipline conference.
- Marine Megafauna: By the Numbers
- Marine Megafauna MOOC and the Public Library of Science (PLoS) collection
- Human Physiology Session 3: Student Survey Results
- “Transforming the Teaching and Learning Environment” PASSHE Online Conference
- Connect with Fellow Duke Community Distance Educators and Support Staff
- 2014 NMC Horizon report outlines teaching and learning trends
- Medical Neuroscience Session 2: Who Enrolled and Why?