Dr. Benjamin Freed (Anthropology, EKU) and I were featured presenters at the Pedagogicon conference in May 2020, where we presented on our work flipping his undergraduate biological anthropology course. The conference program can be accessed here, and below is the presentation abstract.

At Eastern Kentucky University, two undergraduate student consultants were paired with a faculty partner to turn a lecture-lab course into a flipped format general education science course. By creating an open discussion with the student partners before, during, and after the course redesign, the faculty member flipped the class in a matter of three months. Biweekly faculty-partner group meetings provided the faculty insight into how to transform lectures, activities, and adjust class management. We have observed: 1) although many researchers report that students often believe that faculty are no longer working as hard in flipped versus standard lecture-labs, students now readily see the care and devotion that the faculty member puts into the course; 2) many students now recognize that the student partners and student feedback have made students stakeholders in the course; and 3) by forming a student-faculty partnership, the faculty successfully addressed several student partner concerns – concerns often shared by students in this general education course — including the need for more one-on-one interaction with the faculty member, less difficulty in transitioning from lecture to lab, and clearer, more direct online lecture materials.