Partially Flipped Linear Algebra: A Team–Based Approach

Abstract

In this article we describe a partially flipped Introductory Linear Algebra course developed by three faculty members at two different universities. We give motivation for our partially flipped design and describe our implementation in detail. Two main features of our course design are team-developed preview videos and related in-class activities. We share quantitative data and qualitative lessons learned related to our project.

Keywords:

• Linear algebra
• flipped classroom
• screencast
• course design

ACKNOWLEDGMENTS

The authors would like to thank Colorado School of Mines (CSM) faculty member Abby Johnson for participating in this project and providing valuable feedback. We would also like to thank CSM Director of Assessment Kay Schneider, DU Director of University Teaching Bridget Arend, and DU Office of Teaching & Learning Associate Director Virginia Pitts for help with our survey data. Finally, we would like to thank Professor Chris Rasmussen of San Diego State University for his helpful suggestions and support while writing this article.

Additional information

Notes on contributors

Debra Carney

Debra Carney is a Teaching Associate Professor at the Colorado School of Mines (CSM) and the Assistant Department Head for the Department of Applied Mathematics and Statistics. She received her Ph.D. in Mathematical Logic from the University of Maryland, College Park in 1998. She arrived at CSM in 2012 after spending nine years on the faculty at the University of Denver. She is interested in innovative teaching techniques that improve student learning and she has developed a passion for mentoring females in mathematics, including her daughter. She is married to co-author Nic Ormes and they have two children. She enjoys hiking and traveling, especially to Cape Cod every summer.

Nicholas Ormes

Nicholas Ormes is an Associate Professor of Mathematics at the University of Denver. He was awarded his Ph.D. in Mathematics at the University of Maryland, College Park in 1997 and has held postdoctoral positions at the University of Texas and the University of Connecticut. He has (co-) authored several papers in topological dynamics and is interested in finding ways to get students excited about mathematics. He met his wife (and now co-author) Deb on the first day of graduate school and they have been solving problems together ever since. In his spare time, Nic enjoys grilling, coaching his son’s soccer team, and taking naps.

Rebecca Swanson

Rebecca Swanson is a Teaching Associate Professor at the Colorado School of Mines. She received her Ph.D. in Mathematics from Indiana University in 2010. Prior to arriving at the Colorado School of Mines in 2012, she was an Assistant Professor at Nebraska Wesleyan University. She enjoys the beauty and elegance of discrete mathematics and the challenge of pedagogical innovation. Rebecca also enjoys mentoring women in mathematics, both at CSM and through the Summer Math Program for Women at Carleton College. She likes to spend her free time traveling, baking, running, and reading.