Examining Faculty Attitudes and Strategies that Support Successful Flipped Teaching
In this NSF-funded project, a team of experienced STEM educators & researchers are designing, developing, and studying the implementation of flipped teaching by faculty in their STEM classrooms at two institutions: here at SIUE and at St. Louis Community College. Flipped teaching is an instructional practice where traditional teaching is reversed, with instruction occurring outside of class time, allowing classroom time to be focused on the application of content. By employing mixed methods, including in-depth interviewing of faculty participants, a rich dataset will be gathered and analyzed, advancing the understanding of the aspects of successful flipped teaching implementation, as well as the barriers to engaging STEM faculty in the adoption of this teaching strategy. This project will also produce a set of design principles for flipped teaching and propose a flipped teaching model applicable to these two common yet different types of higher education institutions. Also, the successful implementation of flipped teaching by 24 faculty members over the three years of the project is expected to improve retention and success in STEM, including retention of students who are from historically underrepresented groups. This program is headed by Dr. Chaya Gopalan of the Department of Applied Health in collaboration with the SIUE STEM Center and the Office of the Provost.
The project has three overarching research questions:
- How do faculty perceive and implement flipped teaching?
- How does faculty implementation of flipped teaching at a four-year master’s university compare with faculty implementation at a two-year community college?
- What are the essential design principles for implementing a successful flipped classroom at each type of institution?