Meeting Resources

October 16 meeting


October 26 meeting


  • Herwick and He shared their experiences, and Seth shared his plans for Phys 2200. Good discussions on how pre-class work should be assessed (for grade or for participation) and which types of problems are appropriate to be graded. Also some discussion on after class problems and how to incorporate reflections. He indicated that he had good success with asking mainly conceptual questions that require students to read the text with intention. We also discussed the importance of building community (for example via a questionnaire that has students interview each other) and how the syllabus can be assigned as a prep work using a syllabus reconnaissance activity.
  • Example of a syllabus reconnaissance activity and associated syllabus. The questions asked require students to look at each part of the syllabus carefully. You can direct your students to the main items you want them to know. Since my syllabus is fairly lengthy and I wanted to make sure they read it, but also did not want to spend the time in class (since they would not retain the info in the same way they would if they actively read the syllabus). When I did the activity, students handed in the activity on paper and I looked over it just to make sure that they got the right answers and then I addressed one issue where students had wrong answers in the next class.
  • Graphic syllabi were not discussed in the meeting, but I got reminded of it because my syllabus incorporated a graphic outline of the course topics. So I thought I provide you with some links to resources on creating a student centered, graphic syllabus:
  • I use a questionnaire to build community in my classes on the first day. The top part is info that is shared with the class, the bottom part is mostly info for me. Some of this I have done this year via a survey on Canvas, so the questions on the in-class portion did not ask about prereq courses they had taken, or which programming language they were familiar with, but focused on career goals. I have attached two versions, one from a few years back and one for this Fall, for Math 2170 (the course for which I have provided the syllabus).

February 20 meeting


March 20 meeting


  • We discussed IRB surveys and their purposes, as well as what is needed to participate in the Flipped project. Also discussed was a cool way to have student assignments where rather than responding to a discussion board by responding to a prompt in writing, they can respond via video. It is an app called FlipGrid that can be pulled into Canvas. Select Settings (on the left of the window, below Home), then the Apps tab on the top of the page. When you click on Flipgrid, there will be detailed instructions on what to do. Angelique told us about it, and she can tell you more about it, or talk to one of the friendly people at CETL. I certainly can think of many ways to use this tool. We talked about it and saw some student response in the early meeting, so you can check out the Zoom recording of that meeting.
  • In the later meeting we also discussed the IRB surveys. Seth gave good feedback and was wondering whether students would know what the different typs of activites for in-class would be. For example, would they know what fishbowl was, or back channel. So we discussed how to tell your students what type of activity, and more importantly, why you chose that activity. Then we had a discussion on back channels and their use. CETL had introduced me to TodaysMeet, but that back channel seems to be defunct. I googled and found a link to a podcast (with transcript) for 9 back channel tools: I will check these out and also pick the brains of CETL instructional designers to see what they recommend.

April meetings

Agenda items:

  • How to use inquiry-based learning to make active learning more effective: I went to a conference this weekend and there was a great talk on this. Very small changes in the phrasing of questions can lead to more interaction and higher-level thinking
  • June 22 Flipped summer workshop - would like to get panel of instructors who have flipped
  • Positing samples of curricular items on FITW website
  • Update in student assistant
  • Check-in how everybody is doing - concern/successes
  • End of semester lunch? (please have your availability ready for either lunch or dinner of final's week)

March meetings

Agenda items:

  • Presentation at the AAAS conference in June: We are given a 30 minute slot to present on our results so far. This will be a good opportunity for those who have already flipped to report on your results. Bijan indicated interest.
  • Flipped Learning Academy The grant will have some presence presenting there. There is an opportunity to attend the conference. Check out the website to see whether there is interest to attend/present.
  • Check-in how everybody is doing and reports on their flipped classes

Mar 15, 2018 Zoom Meeting:

February meetings

Just wanted to let you know of two opportunities:

  1. You are cordially invited toattend the CSU Symposium on University Teaching which will be held at Cal Poly Pomona on April 13 & 14, and features a pre-conference workshop by Robert Talbert. See the website at: It’s going to be super, and a great bargain for a high-quality faculty development opportunity.
  2. For those of you who have already flipped and would like to present your results, there is a local opportunity coming up at the American Association for the Advancement of Science (AAAS) Pacific is having its annual meetingat Cal Poly Pomona, June 11-15. Victoria Bhasvar, my counterpart at Cal Poly Pomona, has put in a symposium proposal regarding the FITWproject, which was accepted. Now she is looking for speakers. If you are interested, please let me and Victoria know. The grant can pay for registration fees.