Reflecting on leading flipped classroom practices in a liberal arts university in Hong Kong

2021 ◽  
pp. 1-5
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Hong Kong ◽  
Liberal Arts ◽  
Flipped Classroom ◽  
Classroom Practices ◽  
Liberal Arts University

Dispatch from Hong Kong

PMLA ◽  
2008 ◽  
Vol 123 (5) ◽  
pp. 1757-1760
Author(s):  
Shuang Shen
Keyword(s):  
Hong Kong ◽  
American Literature ◽  
Asian American ◽  
Liberal Arts ◽  
Research University ◽  
Chinese Literature ◽  
Mainland China ◽  
The United States ◽  
Social Contexts ◽  
Liberal Arts University

I moved to Hong Kong about fourteen months ago to teach in a liberal arts university located in the new territories, on the border between Hong Kong and mainland China, about half an hour away by bus. Before coming to Hong Kong, I had taught for a few years in several American institutions, ranging from a community college to a research university. The courses I taught were mostly in Asian American literature, postcolonial literature, and Chinese literature in translation. Immersed as a graduate student and a teacher in American multiculturalism, postcolonialism, and ethnic studies, I have found a great deal of difference between the situation in Hong Kong and the social contexts of the United States and former colonial nations in South Asia, in which most ethnic, multicultural, and postcolonial theories are situated.

‘Teaching’ Practicing

2006 ◽  
Vol 28 (2) ◽  
pp. 41-41
Author(s):  
Alice Wright
Keyword(s):  
Liberal Arts ◽  
Liberal Arts University

As an undergraduate at a relatively small liberal arts university, I admit that before reading this collection of articles, I had no idea what nanotechnology was. Furthermore, once I had read the issue, I had even more questions about nanotechnology than when I started!

NAIA to NCAA D-II Sports Transition

2015 ◽  
pp. 472-512
Author(s):  
Sherrie L. Wisdom ◽  
Graham Weir
Keyword(s):  
Intercollegiate Athletics ◽  
Liberal Arts ◽  
National Collegiate Athletic Association ◽  
Transition Process ◽  
Academic Community ◽  
Academic Impact ◽  
Liberal Arts University ◽  
Real World Application ◽  
Quantitative Verification ◽  
Barriers And Challenges

The intent of this chapter is to provide results of a self-study of the transition process of a medium-sized, independent university from affiliation with National Association of Intercollegiate Athletics to National Collegiate Athletic Association Division II. This transitional movement by a four-year, liberal arts University represented real-world application of critical thinking to decision making, which created an impact on all stakeholders. The study purpose was to provide documentation of the transition with analysis of potential barriers and challenges, an examination of procedures placed, and quantitative verification of potential academic impact on both athletes and non-athletes. Data informed the original decision. This project continued analysis with before-to-after comparisons of measureable characteristics, such as athlete and non-athlete GPA, extent to which NCAA involvement influenced both athlete and non-athlete student choice to attend University, and before-to-after perceptions of University's reputation and stature within the academic community.

scholarly journals The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841875926
Author(s):  
Christina L. Carter ◽  
Randolph L. Carter ◽  
Alexander H. Foss
Keyword(s):  
Black Students ◽  
General Education ◽  
Student Performance ◽  
Liberal Arts ◽  
Flipped Classroom ◽  
Mixed Model ◽  
College Mathematics ◽  
Final Exam ◽  
Percentage Points ◽  
Mathematics Course

The purpose of this study was to assess the effect of flipping the classroom on final exam scores in a terminal general education college mathematics course for a diverse student population. We employed a quasiexperimental design. Seven instructors collectively taught 13 sections of each pedagogy (flipped/traditional). Six hundred thirty-two students participated. Common final exams were graded concurrently. Mixed-model analyses were performed. Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = .02) when controlling for math SAT and financial aid status, an improvement of 7.8 points among Black students (p < .01) and 1.0 points among Whites (p = .67). The estimated average difference between White and Black students, conditional on covariates, was 5.2 percentage points in traditional sections (p < .01) and –1.6 in flipped sections (p = .39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p < .01). Flipping the classroom was associated with improved student performance, particularly among Black students.

Sign in / Sign up

Export Citation Format

Share Document