Using the Teaching Career Enhancement Award from the American Physiological Society to Train Faculty to Successfully Implement Flipped Teaching

Autor/inn/en	Halpin, Patricia A.; Gopalan, Chaya
Titel	Using the Teaching Career Enhancement Award from the American Physiological Society to Train Faculty to Successfully Implement Flipped Teaching
Quelle	In: Advances in Physiology Education, 46 (2022) 2, S.345-350 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Halpin, Patricia A.) ORCID (Gopalan, Chaya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Physiology; Science Instruction; Professional Associations; Learning Activities; Flipped Classroom; Integrated Learning Systems; Student Centered Learning; College Faculty; Faculty Development; Adjunct Faculty; Mentors; Career Development; Awards; Teacher Attitudes; Self Efficacy; Science Teachers; Teacher Workshops + Suchen Sie Ihr Suchwort? Physiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernaktivität; Flipped classrooms; Flip teaching; Inverted teaching; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fakultät; Berufsentwicklung; Award; Auszeichnung; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Flipped teaching (FT) is a student-centered instructional method that shifts lectures out of the classroom and uses a variety of activities to apply content during class time. FT has gained attention among educators as a student-centered instructional method. However, many faculty still lack the skills, knowledge, confidence, and expertise to implement FT in their classrooms. Therefore, course-specific training and focused mentorship are critical in successfully implementing FT. Four faculty members, from an adjunct professor to a full professor, from four diverse institutions around the country, were recruited and funded through the American Physiological Society's Teaching Career Enhancement Award to receive training in the implementation of FT in their courses. This study aimed to provide specific tools and strategies to engage students in deeper learning through activities in the participants' courses. A course was built using the Blackboard Learning Management System for the participants to receive relevant readings to be completed prior to the FT workshop. Upon completing this training, the participants examined the design and execution of FT in their classrooms and, subsequently, reflected on and refined their future course offerings. The facilitator mentored the participants throughout the process, including an on-site observation of a live FT session. Both qualitative and quantitative data were collected before and after their FT experiences. Based on the survey results, this study helped improve the FT knowledge and self-efficacy of all participants. In conclusion, the faculty utilized the training and mentoring to implement FT in their classrooms successfully and disseminate their experiences and findings. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01