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In this in-depth case study, I describe the pedagogical evolution of a course on collaboration that I have taught for several years in a teacher preparation program at a mid-size liberal arts institution. In 2015, a string of missed in-class meetings with corresponding contingency planning and reflective practice, resulted in a flipped learning experience and deeper student engagement. Course design and instructional changes implemented during the past four years are described and analyzed, and recommendations for cross-disciplinary application are provided.
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