As professional development opportunities arise through online seminars, the CVM
Teaching Academy will post any material that can be gathered and made available
for everyone to view.
May 8, 2014
Flipping without Flopping
Russell Mumper, PhD; Vice Dean, John McNeill Distinguished
Professor, Professor, UNC/NCSU Joint Dept. of Biomedical
Engineering, The University of North Carolina at Chapel Hill,
Eshelman School of Pharmacy
Dr. Russell Mumper hit a roadblock in his core Pharmaceutics class. Having taught the class for nearly a decade, including the last four at the University of North Carolina at
Chapel Hill, he noticed that students were increasingly more distracted and the majority of his interaction with students was about core, foundational content.
In addition, every year the class scored an average 80 percent on the cumulative final exam. Faced with a mountain of content, not enough time and distracted students, Dr. Mumper was dissatisfied with the results and decided it
was time for a change.
Motivated by how engaged his students were in discussions outside of class and during group work, Dr. Mumper decided to flip his class. By flipping the class, in-class time
was used to implement active learning strategies. The UNC Eshelman School of Pharmacy had recorded lectures for four years using lecture capture technology. Using the same technology,
Dr. Mumper decided to create a library of recordings of critical core content for his students to view prior to coming to class.
Join us for this complimentary webinar and hear how Dr. Mumper conducted his three-year study on the flipped classroom. Learn:
information, see the
January 29, 2014
Facilitating Clickers Effectively
Stephanie Chasteen, University of Colorado, Boulder
In this interactive webinar, we’ll explore
research-based tips and ideas for using clickers
in a way that allows us to achieve the full
benefit of questioning (student engagement and
deep learning). Stephanie will focus on the use
of “peer instruction” – the practice of
requiring students to discuss their answers to
challenging questions with one another. Common
challenges will be discussed, tips on getting
students to productively argue and reason
through the questions will be shared, including
ways to encourage all students to speak up in
response to questions.
information, see the
January 21, 2014
Active learning places a premium on
participation and collaboration, and that can
put introverts at a disadvantage. Fortunately,
there are classroom strategies that take
introverts' personalities into account and help
level the playing field for students wherever
they are on the introvert-extrovert spectrum.
Learn about them in Helping Introverts Thrive in
an Active Learning Classroom.
June 19, 2012
Engage online students with targeted feedback
Presented by Jill Schiefelbein
This one hour session focused on
online students but these suggestions could also
be employed in a face to face class. She
discussed the following topics.
- Prompting involvement in discussion boards
- Use of discussion boards titled "hallway conversation"
to answer questions frequently asked by students (instead of
- Giving feedback on a regular basis using email templates
(e.g. the course has x number of points and to date you have
y points, etc.)