Presented by the APS Teaching Committee and the Office of Education
Building active learning environments has been linked to improved student outcomes in engagement, study habits, critical thinking, and problem solving. Flipped learning increases active learning by allowing students do lectures and assignments online so instructors can use lecture time for inquiry-based activities and in-depth exploration of the topics. In this special webinar, plant pathology instructors who have successfully incorporated flipped learning into their classrooms will share their experiences using these techniques. The discussion will cover the advantages and the challenges of flipped learning. The speakers will provide insights on how to create active learning in-person and online including appropriate use of technology, facilitating activities for critical thinking, and increasing class wide interactions, both student to student interaction and student interaction with content.
Blended Courses: Making the Best of Both Worlds
Brantlee Spakes-Richter is a lecturer at the University of Florida, where she has designed and taught lower-division general education courses, upper-division fundamentals of plant pathology, and graduate-level general plant pathology and fungal plant pathogens courses. She is a UF CALS Roche Teaching Fellow, a CALS Undergraduate Teacher of the Year, and a recipient of the NACTA Educator Award. Brantlee served on the APS Teaching committee for the past five years, and is leading a project to evaluate plant pathology courses and curriculum on a national level.
Going Online: The Quality Does Matter
Sarah Williams is an Academic Program Specialist in the Department of Plant Pathology at The Ohio State University. General plant pathology and an online course “Sick Plants and a Hungry World” are among the undergraduate courses she teaches. She also serves on the Department’s Academic Affairs Committee and the Master in Plant Health Management committee, the College’s eTeam for distance education and the CFAES Assessment Committee, and the University’s Office of Distance Education and eLearning Steering Committee. Sarah is a Quality Matter’s Peer Reviewer.
Using Face-to-Face Time in a Blended Course to Increase
Maya Hayslett earned a Master’s degree in Plant Pathology from the University of Minnesota. She has been an instructor in the Department of Plant Pathology at the University of Wisconsin - Madison for nine years. Her involvement in plant pathology education includes not only traditional lab and lecture instruction, but lab activity design, course design, online courses, blended courses, and educational research. In 2015 she received the American Phytopathology Society Outstanding Volunteer Award for her work in the APS Office of Education and on the APS Teaching Committee.