Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium

Area of Science:

• Educational Technology
• STEM Education

Background:

• The flipped classroom model shifts content delivery outside of class, using in-class time for active learning.
• The Innovative Flipped Learning Instruction Project (IFLIP) aimed to integrate flipped teaching (FT) into STEM courses.
• Faculty development workshops were conducted over four years to support this pedagogical transition.

Purpose of the Study:

• Assess the impact of FT on pedagogical practices in STEM education.
• Explore the effectiveness of FT in enhancing student engagement and understanding.
• Develop a framework for implementing FT across multiple institutions and evaluate faculty experiences.

Main Methods:

• Faculty development workshops over four years.
• A symposium for participants to share experiences and findings.
• A post-symposium survey to gauge faculty adoption and satisfaction with FT.

Main Results:

• A fourth-year symposium facilitated collaboration and dissemination of FT experiences.
• Survey results indicated high faculty intent to continue and adopt FT (93% plan to integrate).
• 90% of participants gained new information, and 91% would recommend FT to colleagues.

Conclusions:

• Flipped teaching (FT) has a transformative impact on educators, deepening students' conceptual understanding.
• The IFLIP project demonstrated the successful integration and sustained adoption of FT in STEM education.
• FT is a significant pedagogical approach for advancing the quality of higher education.