Professional Development for Teaching College Mathematics Using an Integrated Flipped Classroom

Abstract

Any innovative approach to teaching benefits from systematic study on its use augmented by professional development, which serves to sustain the innovation over time for individual use and across an academic program. Ongoing study of using a flipped classroom for mathematics teaching used design and development research (Richey & Klein, 2005) across multiple cases of teaching college algebra (Ogden & Shambaugh, 2016) and subsequent application in other mathematics courses. The chapter summarizes the development of an integrated teaching model for the flipped classroom, a model situated within the strategic plan of an undergraduate mathematics program. The chapter then outlines professional development on using the flipped college classroom for mathematics courses with a face-to-face event and online supporting activities, which serve to sustain and build on learning outcomes for implementation of this teaching innovation.