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Associate professor of
psychology Dr. Darryl
Mayeaux took the idea of
flipping to a new level
when he incorporated
the use of Vine, a social
media platform that en-
ables users to produce
six-second videos, into his
Introduction to Biopsy-
chology class this past
"This was the first time
I was teaching biopsy-
chology at St. Bonaven-
ture since we just added
this to our curriculum. I
wanted to try some new
ways to get students en-
gaged early in the semes-
ter so I could get them
At its simplest, the flipped classroom shifts
what has traditionally been in- and out-of-
class work. Faculty prepare lectures using
video and other technologies that students
are expected to review in advance of class.
Class time, then, is spent investigating the
topic through in-class engagement and exer-
"It requires more up-front preparation
time, but has enabled me to think more
deeply about what I want students to learn
and to be able to
do," said Dr. Carol
Fischer, professor
of accounting and
associate dean of
the School of
Business, who
started flipping
her classes in the
2013-14 academic
"Most of the
students had
never experienced
this type of class. I
received a lot of
favorable feed-
back, but it did re-
quire students to
change their ap-
proach to class. A
flipped classroom
requires students
to participate in class actively virtually every
day. And they cannot fall behind on the
`homework' since it typically requires them to
review materials that we will draw on in class.
Although most students adapted and en-
joyed the format, there were a few who were
not comfortable with it," she said.
With the opening of the new William E.
and Ann L. Swan Business Center in August
of 2013, faculty in the School of Business are
particularly well positioned to integrate tech-
nology into their teaching strategies. Finance
professor Dr. Jim Mahar is among the many
business faculty who have embraced the
new technology available in the building.
"I was surprised that it works well for such
a wide range of students," said Mahar of
flipping his finance classroom.
"I sort of expected the good students
would watch the videos but I have been very
happily surprised that all the students seem
to watch them and I think we get more stu-
dent involvement and class participation,"
he said.

From Flip to Clip: Using Stop-Action Animation
On Vine in Intro to Biopsychology
What is the Flipped Classroom?
>> >>
through some of the difficult parts of neuro functioning,"
said Mayeaux of processes such as sodium-potassium
pump, action potential, and transmission across the
"I used Vine in class to have students create stop-mo-
tion animation with clay. I was trying to engage them in a
way that I had not yet tried that also should have had
some pizazz to it because it was involving social media
that I figured they'd be familiar with," he said.
"Because there would be variety in the ways that peo-
ple did it, it would generate multiple ways of understand-
ing the concept," said Mayeaux.
Dr. Todd Palmer in the School of Business gave
Mayeaux the idea to use Vine. "Developing this flipped
classroom approach has been very much a collaborative
effort among faculty," he said.
In terms of outcomes, Mayeaux said he thinks it actu-
ally increased the variance in performance.
"It created some great teaching moments. I was run-
ning around the class from group to group helping them
to understand what was accurate, what was not. When
it came to test time, I got some amazing answers. The
students who put more into the Vine did better on the
exam, so much so that I had to give bonus points."
Mayeaux added that this approach is by no means a
time saver, but he believes it's worth the investment.
"This is all material that, in a lecture, I'd cover in 20 or
30 minutes. I spent two days on this in class."
Listen to the interview with Dr. Darryl Mayeaux