Highlight: Flipped classes

What is a flipped class?

In a flipped class, students learn the basic content prior to class and build on this using active learning during class. Repeatedly, studies have shown that active learning techniques lead to better student learning outcomes. A recent, high profile meta-analysis of undergraduate STEM research reports concluded that active learning increases student exam grades and decreases failure rates, and supports active learning as the preferred, empirically validated teaching practice in regular classrooms.

How CIT Supported Flipped Classes in 2014–15

Flipped study

In 2014-15, CIT continued to contribute to a research study (led by the Vice Provost for Academic Affairs) on the effectiveness of flipped classes at Duke which compared several “flipped classrooms” with the same course taught by the same instructor in a traditional lecture style. CIT staff consulted with faculty on learning activities, measured classroom activities in both types of courses through repeated classroom observations, and participated in the writing and review of the findings.

Consulting

CIT staff are able to suggest approaches, activities and assessments drawn from the pedagogical literature and based on the experiences of other instructors here at Duke. In 2014-15, CIT consulted with several faculty from varied disciplines including Global Health, Computer Science, Political Science, Biology, DBE, DIBS and Public Policy. A typical consult might involve:

• refining learning objectives to clearly communicate expectations to students
• reviewing drafts of student assignments and activities to improve student engagement
• designing assessments and grading policies that align with the instructor’s goals

Fellowships

CIT worked closely with over 18 faculty from varied disciplines in the past 18 months through our Faculty Fellowships. Focused on active learning and flipped classrooms, CIT helped faculty re-design their courses to include flipped classroom components and active learning, facilitated discussions of teaching across disciplinary boundaries, and forged connections with and between faculty devoted to good educational practices. We also organized classroom visits between faculty to observe active learning in different disciplines in actual classroom settings.