Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
6-2-2023
Document Type
Portfolio
Citation
Hayden, C. 2023. Flip the Switch: Swapping the Socratic Method for Applied Learning in Evidence LAW 646. UNL Faculty Course Portfolios. https://digitalcommons.unl.edu/prtunl/
Abstract
This course portfolio documents my evaluation of my teaching methods and student learning in an Evidence law course. My goal was to document positive outcomes associated with applied learning through a flipped course structure. The data, however, suggests that more research is necessary to determine whether there is a strong correlation between a flipped course and student learning. The data suggests students are generally performing as expected in the course. It also indicates that providing lectures and problem sets before class is effective but may not be more effective than providing them in class, suggesting the timing of the lectures and problem sets may be less helpful than I had hoped. This evaluation also led me to recognize a flipped classroom may increase the divide between prepared and unprepared students. Finally, my evaluation highlighted students’ resistance to active learning methods and a preference for a passive learning environment. This process has informed and provided direction for my future scholarship in legal pedagogy.
Included in
Curriculum and Instruction Commons, Evidence Commons, Higher Education Commons, Higher Education and Teaching Commons
Comments
Copyright © 2023 Chelsi K. Hayden