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Session Description

Ticketed event: Ticket - $20.00
Participants in this workshop will discover the pedagogy, practice, and analytics that make classroom inversion a reality. The role of computers and technology both in and out of the classroom also will be outlined.

Facilitators will highlight the background and principles of classroom inversion. The majority of the workshop will be focused on the analytics used not only to create the pre-class activities but also how to prepare for class. In many ways, these analytics ultimately impact the teaching, learning, and educational experience as a whole. The workshop will include a variety of hands-on and group activities to assist with preparation of classroom inversion. At the end of the workshop, participants will have an action plan to invert one or two class days, and be able to identify the technology as well as analytics needed to invert these class days successfully.

Speakers

1. Dr. Yakut Gazi

   Georgia Institute of Technology

   Yakut Gazi has worked at higher education institutions in the United States, Qatar, Turkey, and Spain as an instructional designer, media specialist, IT consultant, faculty member, and technology leader since 1993. Prior to joining Texas A&M University¹s Dwight Look College of Engineering as the Assistant Vice Chancellor for Engineering Remote Education in 2013, she led the distributed learning and classroom technology operations at Texas A&M University-Central Texas, where under her leadership, the institution¹s online operations were awarded the 2013 Quality Matters Making a Difference for Students Award for online educational quality. She is on the editorial board of the Journal of Social Media in Society and the MERLOT Journal of Online Learning and Teaching. She presented at over 50 regional, national, and international conferences and is the author or co-author of book chapters, journal articles, and proceedings. She is the co-author of a book titled “Discourse Indicators of Culture in Online Courses: Designing Learning Environments for Global Success.” Her current interests are the impact of technology in higher education, learning analytics, and faculty development in educational innovation. She received her doctoral degree from Texas A&M University and her master’s and bachelor¹s degrees from Bogazici University in Istanbul, Turkey.

2. Dr. P.K. Imbrie

   University of Cincinnati

   P.K. Imbrie is an associate professor for engineering technology and industrial distribution and the director of undergraduate academic programs in the College of Engineering at Texas A&M University. He received his B.S., M.S. and Ph.D. degrees in aerospace engineering from Texas A&M University. An advocate for research-based approaches to engineering education, curricular reform, and student retention, Imbrie conducts research in epistemologies, assessment, and modeling of student learning, student success, student team effectiveness, and global competencies. His expertise in educational pedagogy, student learning, and teaching has impacted in excess of 10,000 students at the universities for which he has been associated. He is nationally recognized for his work in active/collaborative learning pedagogies and is co-author of a text on teaming called Teamwork and Project Management with Professor Karl Smith, who is internationally known for his expertise in this area. Imbrie's engineering education leadership has produced many fundamental changes in the way students are educated at Texas A&M and Purdue University as well as institutions across the nation (e.g., learner-centered teaming and active/collaborative learning in large lecture sections). His current research interests include epistemologies, assessment, and modeling of student learning, student success, student team effectiveness, and global competencies; experimental mechanics; and piezospectroscopic techniques. Prior to returning to Texas A&M, he was involved with NSF¹s Foundation Coalition, during which time he established himself as one of the nation¹s experts on collaborative learning and teaming.

3. Dr. Kristi J. Shryock

   Texas A&M University

   Kristi J. Shryock is an instructional associate professor in the department of aerospace engineering and Senior Director of Retention in the Look College of Engineering at Texas A&M University. She works to improve the undergraduate engineering experience through evaluating preparation in mathematics and physics, incorporating nontraditional teaching methods into the classroom, and engaging her students with interactive methods. Previously, Shryock led successful retention efforts in the department of aerospace engineering and is increasing this work at the college level which not only includes first-year retention efforts, but also has a strong focus on the second-year component. She has 15 years of experience teaching undergraduate engineering students and currently is inverting an undergraduate introduction-to-flight course within the college of engineering, which previously has been taught as a distance-education course. Shryock received her bachelor¹s, master¹s, and doctoral degrees from the College of Engineering at Texas A&M University.

4. Ms. Amber T. Muenzenberger

   Texas A&M University

   Amber Muenzenberger is the director of remote learning and outreach education within the College of Engineering at Texas A&M University (TAMU). In this role, she assists faculty with distance-education program development, technology implementations both in and out of the classroom, and creating distance-education, flipped/inverted, and blended/hybrid courses. In her previous role as the director of digital learning technologies in the department of health and kinesiology at TAMU Learning Technologies, Amber developed, implemented, maintained, and evaluated a variety of distance education courses and technology training, and served as a distance education liaison to the College of Education and Human Development. Muenzenberger has has over nine years of experience with distance education and technology-mediated instruction. She is interested in the use of technology to increase the accessibility of educational materials and courses, using current technology to facilitate learning, and creating new technologies for learning. She received both her bachelor¹s and master¹s degrees from the College of Education at TAMU.