Looking to implement the flipped classroom? Hear from CWRU faculty on best practices, pitfalls

The latest innovation in college-level teaching is the so-called “flipped classroom,” in which what was commonly done in the classroom (listening to a lecture) is done outside of class (using pre-recorded lectures or similar resources), and what was usually done outside (working on homework, discussing course material with other students, having discussions with the professor) is done in class.

Logically, this makes sense—but does it translate into good learning experiences? Any time that one teaches in a manner that is unfamiliar to students, not to mention the faculty, there will likely be challenges that need to be overcome. Flipping the classroom is no exception and requires considerable planning and forethought to implement successfully.

At CWRU, there now are a group of faculty who have taught in this mode for several iterations of their courses, thanks in part to their participation in the Active Learning Fellowships. Some of them also used the Active Learning Classrooms. Four of them—Rebecca Benard (biology), Megan Holmes (social work), Kurt Rhoads (civil engineering) and Genevieve Sauve (chemistry)—will share their experiences at the next UCITE session, “Flipped Classrooms: Best practices and pitfalls to avoid.” The session will take place Thursday, June 25, from noon to 1 p.m. in the Herrick Room, located on the ground floor of the Allen Memorial Medical Library building (use the Adelbert Road doors).

Pizza, sodas and water will be provided at this session. RSVP to ucite@case.edu.