Patricia Fabel
(Self Care and Complementary Medicines – SCCP 750)

Future pharmacists will have to engage the public with recommendations for over-the-counter treatments. Learning how to professionally engage the public takes practice, which cannot be gained solely from textbooks and lectures. By flipping this course, Professor Fabel plans to spend the class time applying the concepts to real-life scenarios, through role-playing, discussion and group collaborations. Additionally, students will learn to gather information independently outside of the classroom, rather than reading something and expecting the instructor to tell them the correct answer. Final Report

Fabel

Kirk A. Foster
(Social Work Practice with Organizations and Communities – SOWK 732)

Sections of this course are taught by multiple instructors, which can inadvertently lead to inconsistencies. Through redesigning it into a flipped course, Professor Foster hopes to standardize the quality across multiple sections, in part through recorded content lectures. Further, students have previously viewed the different pieces of the course, especially lectures and service learning, as disconnected. To correct this issue, more class time will be devoted to fostering the integration between the course content and the practical experiences outside of the classroom. Assessment has traditionally been saved for the latter half of the course; however, the revised format will include regular assessments throughout the semester, which will help the students know their standing and the professors know what components are more and less effective. Final Report

Foster

David Lee Miller (Coming of Age – ENGL 282)

Getting students engaged in a large enrollment course can be challenging, but it is something at which Professor Miller has excelled. He intends to expand upon his previous successes by revising videos for the course and developing highly participatory activities for the fall semester. Students who enjoy learning will be more motivated to learn. Using the flipped version as a starting point, another goal is for this course to be presented also as a fully online course, which will help some students complete their Aesthetic and Interpretive Understanding requirement for the Carolina Core. Final Report

Miller

Elina Levina and April South
(Biological Principles I Laboratory and
Biological Principles II Laboratory – BIOL 101L and BIOL 102L)

A concern about standardized quality regularly arises in courses with multiple sections, especially in some biology courses with teaching assistants from different backgrounds. One way to alleviate this issue is with pre-lab online instruction and online assignments with unified assessment. This strategy ensures students in all sections come to class with the same starting point and are evaluated, at least partially, the same way. Once some of the material is provided online, the teaching assistants will be trained to incorporate active learning into their sections. This training will also enhance the ability of these teaching assistants as future faculty members. Final Report

Levina
South

F. Wayne Outten and Caryn E. Outten
(Course 1: Biochemistry/Molecular Biology – CHEM 555/BIOL 545;
Course 2: Metabolic Biochemistry of Human Disease – CHEM 639/BIOL 599)

To facilitate active learning, these professors want to use a flipped classroom format for two upper division biochemistry courses. This format will allow students to learn material at their own pace outside of class, since they can repeat videos—either the whole thing or a particular section. This change will allow these professors to use class time to employ exercises to evaluate student comprehension, clarify errors in student thinking, and develop students' problem solving abilities. Final Report

W. Outten
C. Outten