The Nuts and Bolts of Planning a Flipped Classroom in Higher Education. Priya S. Boindala. D. Natasha Brewley. Jennifer Sinclair.

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1 The Nuts and Bolts of Planning a Flipped Classroom in Higher Education Priya S. Boindala D. Natasha Brewley Jennifer Sinclair Keith Erickson Mathematics Georgia Gwinnett College Georgia Gwinnett College was founded in 2006 with about 150 students as the first four-year open access college to open this century in the state of Georgia. It has a very diverse student population, with a good mixture of both traditional and non-traditional students. The college is currently at about 9000 students and growing. The institution was founded on three principles: student engagement, educational innovation, and educational technology. These principles guide the faculty to look for innovative ways to improve student learning and the classroom experience. This project is the result of the common vision and classroom goals of the authors for their students in any mathematics course. Mainly, we hope students are Able to contemplate how mathematics and other disciplines work together Open and curious about other approaches to a problem Unafraid to ask for help and admit lack of understanding Willing to work in a community of learners and be excited to share their knowledge with others. We believed that the flipped classroom model offers a possibility to achieve this vision. A flipped classroom is student centered, where the instructor plays the role of a

2 guide or facilitator of knowledge. Most of the instruction is outside of the classroom, which gives the instructor the opportunity to go deeper in class (Bergmann & Sams, 2012; Tech Smith, 2012). We use technology applications, such as Educreate, to make lecture materials that students watch at home. We also require students to engage in pre-work assignments prior to coming to class. This allows for more hands-on activities during the actual face time with the instructor. The active learning strategies we implemented include lab activities with real-life applications (Shepherd, 2005). In addition to creating an enhanced flipped classroom environment, we have used the backward course design process. We have considered our goals and dreams for the course prior to creating learning modules. This has allowed us to create an assessment strategy to tie student learning outcomes to our original objectives. We used the Fink s Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (Fink, 2003) as our guide in the process. The question therefore arises, Why implement the flipped classroom in a Pre- Calculus class? Pre-Calculus is one of the pre-requisite mathematics courses taken by all STEM majors at the authors institution. Internal data from the author s institution reports 287 students in Fall 2011 and 379 in Spring 2012 were enrolled in Pre-Calculus. In Spring 2012, Pre-Calculus courses included a diverse population of STEM majors, summarized in the table below:

3 STEM Major % of students registered Biology 33.8% Exercise Science 8.1% Information Technology 19% Mathematics 5.3% Table 1: Percentage of students enrolled in Pre-Calculus in Spring 12, listed by major. It has been a challenge for instructors to cater to such a diverse population of students to ensure that they are engaged and motivated in the classroom. Assessment data have revealed key areas that need attention uniformly across all sections of Pre- Calculus: (a) a lack of understanding of the underlying concept and repetitive problem solving; (b) a lack of practice and problem solving skills; (c) an inability to make mathematical connections with their discipline; and (d) a lack of mathematics literacy skills. The inability of students to complete Pre-Calculus is a critical factor in keeping them from continuing in the STEM discipline due in large part to their fear of taking other higher level mathematics courses. Instructors themselves have often struggled to differentiate instruction for students to keep them engaged and motivated throughout the semester.

4 The presenters will provide some preliminary qualitative student feedback to share with the audience as components of the flipped classroom were implemented in two Pre-Calculus courses in Spring Pilot courses will be continued during FY 14. In this presentation, we would like to outline the background research and preparatory work that went into the re-design of a traditional Pre-Calculus class. This includes identifying the significant learning goals (Ames, 1992; Fink, 2003), choice of flipped components to implement, development of activities (Dubinsky, 2000), student and faculty surveys, course template (Acelajado, 2005), and choice of interactive classroom technology (Schell, Lukoff, & Mazur 2013). The remaining part of the presentation will be a demonstration of a typical in-class collaborative learning module that involves the audience in sample group-work activities. No prior knowledge will be assumed of the participants. We believe that this road map will be beneficial to anyone interested in flipping a classroom within their own discipline of study. The presentation will put into perspective what the students typical learning experience could be. We will include time for exchange of ideas, suggestions and questions. This work was funded by STEM Initiative II grant from the USG Board of Regents and is ongoing. References Acelajado, M. J. (2005). The modular teaching approach in college: An alternative to improving the learner's achievement, persistence and confidence in mathematics. Experimental study at De La Salle Univ of Manila.

5 Ames, C. (1992). Classroom: Goals, structure and student motivation. Journal of Educational Psychology, 84(3), Bergmann, J., & Sams, A. (2012). How the flipped classroom is radically transforming learning. Retrieved online at Dubinsky, E. (2000). Mathematical literacy and abstraction in the 21st century. School Science and Mathematics, 100(6), Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass. Small, D. (2002). An urgent call to improve traditional college algebra programs. Presentation at the conference to improve college algebra held at U.S. Military Academy. Shepherd M. D. (2005). Encouraging students to read mathematics, PRIMUS, 15(2), Tech Smith. (2012). Retrieved online at Schell, J., Lukoff, B & Mazur, E (2013). Cutting-edge Technologies in Higher Education, Ed. Charles Wankel,

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