Examining Faculty Attitudes and Strategies that Support Successful Flipped Teaching, an IUSE Development & Implementation project of the Engaged Student Learning track, is advancing understanding of the successful implementation of flipped teaching (FT), a student-centered educational format that shifts lectures out of the classroom to allow time to engage students in deeper learning, in undergraduate STEM courses. This project aimed to identify provisions and barriers in FT implementation and explore faculty perceptions of FT. Twenty-four faculty (12 from a public university and 12 from a two-year college) participated. In phase one, six faculty from each institution (Cohort 1) received professional development on FT, taught their STEM course(s), and assessed student data to understand the impact of FT. In the next phase, Cohort 1 mentored another set of 12 faculty in FT implementation. It was found that faculty confidence increased in the implementation of FT over time. Participants continued to use FT in remote settings during the COVID-19 led shut down of institutions and reported that FT knowledge and resources helped them transition more easily compared to others who did not. Based on survey results, students with greater college experience found FT more helpful than the first-year students, and female students were more positive than male counterparts. Faculty perceptions, attitudes, and intentions toward FT implementation became more positive and strengthened as they developed expertise. However, student engagement and course management were challenging during the COVID period. Moreover, FT could be used in multiple settings to engage students and promote active learning.
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