A Full Flip: One Catholic University’s Journey with Campus-Wide Flipped Instruction

A campus-wide flipped curriculum model was initiated at a new, private, Catholic university in a large southwestern suburb. The design and development of the curriculum is presented. A formative evaluation was conducted mid-semester to determine the effectiveness of the initiative. Surveys and interviews were conducted with both faculty and students and classroom observations were conducted. Results from the evaluation indicate that students and faculty like the flipped model and that the students have a high level of engagement with the instructional content. Areas for improvement include organization of course materials and the inclusion of pre-recorded lectures. Further training support for faculty and academic support for first-year students is also recommended. Inversión total: el camino de una universidad católica con instrucción invertida en todo el campus Una universidad católica nueva y privada de un gran suburbio del sudoeste inició un modelo curricular invertido en todo el campus. A continuación se presenta el diseño y desarrollo curricular. A mitad de semestre se llevó a cabo una evaluación formativa para determinar la eficacia de la iniciativa. Se realizaron encuestas y entrevistas, tanto a profesores como a estudiantes, así como también se observaron clases. Los resultados de la evaluación indican que a los estudiantes y a los profesores les gusta el modelo de aula invertida y que los estudiantes tienen un alto nivel de participación con el contenido educativo. Las zonas de mejora incluyen la organización de los materiales didácticos así como la inclusión de clases magistrales grabadas previamente. También se recomienda más apoyo en la formación continuada del profesorado y apoyo académico a los estudiantes de primer año. Palabras clave: modelo invertido, evaluación curricular, aprendizaje basado en problemas, diseño educativo Un bouleversement total : le parcours d\u27une université catholique où l’enseignement a été mis sens dessus dessous dans tout l\u27établissement Un modèle dans lequel le programme des cours a été mis sens dessus dessous dans tout l\u27établissement a été mis en place dans une nouvelle université catholique privée, située dans une banlieue du sud-ouest des États-Unis. La conception et l\u27élaboration du programme des cours sont présentées. Une évaluation formative a été réalisée à mi-semestre pour déterminer l\u27efficacité de cette initiative. Des enquêtes et interviews ont été effectuées auprès des professeurs et des étudiants, ainsi que des observations en salle de classe. Les résultats de l\u27évaluation indiquent que les étudiants et les professeurs aiment le modèle sens dessus dessous et que les étudiants sont hautement impliqués dans le contenu des cours. Les améliorations possibles portent sur l\u27organisation des matériels pédagogiques et l\u27inclusion de conférences préenregistrées. Il est également recommandé de donner une formation supplémentaire aux professeurs et d\u27aider les étudiants de première année au plan scolaire. Mots-clés : Modèle sens dessus dessous, évaluation des programmes, apprentissage à base de résolutions de problèmes, conception pédagogiqu

Multicultural Women\u27s Literature

Openly licensed anthology focused on the theme of the Multicultural Women\u27s Literature. Contains: American Indian Stories by Zikala-Sa (Gertrude Bonnin); Diaries of Court Ladies of Old Japan by Izumi Shikibu et al.; The Diwan of Zeb-un-Nissa by Zeb-un-Nissa; Hawaii’s Story by Hawaii’s Queen, Liliuokalani; Kamala: a story of Hindu life by Krupabai Satthianadhan; Life Among the Piutes: Their Wrongs and Claims by Sarah Winnemucca Hopkins; Life of Harriet Beecher Stowe by Harriet Beecher Stowe; Memoirs of an Arabian Princess by Emily Ruete (Salamah bint Saïd; Sayyida Salme, Princess of Zanzibar and Oman); Nightmare Tales by H.P. Blavatsky; Ratanbai: a sketch of a Bombay high cast Hindu young wife, by Shèvantibāi M. Nikambé.; Two Years in the Forbidden City by the Princess Der Ling; The Tale of Genji by Lady Murasaki Shikibu

Norming the Peterson Assertiveness Questionnaire

An assertiveness measure was developed based on the Mind Tools framework for fostering assertive behaviour (‘How to be Assertive,’ n.d.). Previous research supports the elements within the Mind Tools framework, but none has been conducted on Mind Tools specifically. Therefore, the purpose of this study is to first verify the construct, and then test the questionnaire based on that framework for its psychometric properties as well as norm the measure. Questions developed ranged from passive in nature to aggressive with varying informants. The construct was validated through a Principle Components Analysis. The measure was normed using pilot testing and a think aloud protocol and found to be reliable and valid

Adapting the Kolb Model for Authentic Instructional Design Projects: The 4-C Framework

Background: Authentic, real-world projects are the key to providing opportunities for instructional design graduate students to increase the skills they will need once they enter the job market. Purpose: While experiential learning experiences can enhance skill transfer and allow students to network and create artifacts that can be added to a design portfolio, working with student design teams requires additional communication and support on the part of the client. Approach: Building on the Kolb Model of Experiential Learning and the Stout-Rostron model, a 4-C Framework was developed to help create more effective experiential learning experiences for instructional design students. Implications: Case studies are presented that illustrate some of the challenges and successes of working with student instructional design teams on real-world projects

Student Stories of Online Learning

Access the online Pressbooks version of this article here. Instructional designers at a Midwest university piloted a survey based on the Quality Matters general standards asking students about their online course experience prior to the COVID-19 pandemic. Students were asked to indicate whether they experienced a specific course design element and whether they considered that element to be important to their learning experience. Follow-up interviews with some participants were also held. Data from the survey indicated students perceive their online course experience to be good based on course design elements they encountered. Implications for providing additional faculty development programming based on the results of the study are discussed

Voices from the Past: Slave Narratives

Openly licensed anthology focused on the theme of slave narratives. Contains: Life of Isaac Mason as a Slave by Isaac Mason; The Underground Railroad from Slavery to Freedom by Wilbur H. Siebert; Twenty-Two Years a Slave, and Forty Years a Freeman by Austin Steward; Narrative of William W. Brown, a Fugitive Slave by William Wells Brown; The History of Mary Prince, a West Indian Slave by Mary Prince; Our Nig; Or, Sketches from the Life of a Free Black, in a Two-story White House by Harriet E. Wilson; Incidents in the Life of a Slave Girl, Written by Herself by Harriet A. Jacobs; Up from Slavery: An Autobiography by Booker T. Washington; The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The African by Olaudah Equiano; Behind the Scenes; or, Thirty years a slave, and Four Years in the White House by Elizabeth Keckley; Twelve Years a Slave by Solomon Northup; Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglas

Textbook Affordability Open Course: Facilitator Guide and D2L Course Materials

This guide will help facilitators of the Textbook Affordability Open Course organize and implement the content in their own learning environment. The designers of the course have included items that need to be updated and personalized for each implementation of the course as well as helpful tips for successful implementation. This course is an introduction to textbook affordability, open educational resources, and other open practices that impact equity in our classrooms. While it is geared towards higher education faculty, the concepts and practices covered here can be used in any teaching and learning scenario. This course will explore concepts tied to the one cost factor teachers can control - course materials - and relate that directly to increasing equitable practice in the classroom. By the end of the course, you will have explored your own library for options for course materials, searched for open educational resources in your content area, discovered other open practices that may be useful to your own teaching, and defined how equity and course material cost are related

MNSU Online Exam Security

The purpose of this working document is to design online exams that inhibit cheating and unauthorized distribution of exams/questions by best practices in the following areas: Question Properties Exam Properties Design Logistics Security Measures https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/assessment-and-feedback-strategies

Modern Political Philosophy

Openly licensed anthology focused on the theme of Modern Political Philosophy. Contains Leviathan by Thomas Hobbes; The Prince by Niccolò Machiavelli; The Communist Manifesto by Friedrich Engels and Karl Marx; The Eighteenth Brumaire of Louis Bonaparte by Karl Marx ; On the Jewish Question by Karl Marx Economic & Philosophic Manuscripts of 1844 by Karl Marx; The German Ideology by Karl Marx; Capital by Karl Marx ; Second Treatise of Government by John Locke; The Social Contract & Discourses by Jean-Jacques Rousseau; Beyond Good and Evil by Friedrich Wilhelm Nietzsch

10 Strategies for Engaging Learners in a Greener Classroom

This document outlines 10 strategies for engaging learners in a Greener Classroom. This is not a how-to document; we simply describe some of the types of activities and strategies that may be useful in your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/10-strategies-for-engaging-students