Behind the Scenes of a Flipped Classroom Course Redesign: Part V

Editor’s Note: The following post is the final part of a series on “The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School.” We asked a few of the UNC Eshelman School of Pharmacy faculty and student participants to share their perspectives on the experience. You can read the rest of the posts in the series here.

By Mary T. Roth, PharmD, MHS, Associate Professor and Executive Director, The Academy

As both a collaborator on this project and executive director of The Academy, I take great pride in the thoughtful planning that went into the design and evaluation of this course and the lessons learned throughout the experience. The project speaks not only to the impact of a flipped classroom on student learning and the power of educational research in informing and guiding good practice, but also to the importance of fostering a culture of change within an organization that highly values and rewards excellence in education.

The UNC Eshelman School of Pharmacy’s commitment to enriching student learning and transforming pharmacy education is articulated in our Strategic Plan (Strategic Initiative 1, Educational Renaissance). The School has implemented many changes over the past few years that have served to foster a culture of excellence in education. Most recently, the School established The Academy to create and nurture a community of faculty educators dedicated to achieving our shared vision. The Academy serves to facilitate the design of innovative approaches to teaching and learning, develop faculty as educators, and advance pharmacy education through research and scholarship. This project has inspired faculty within our School to want to change their own approaches to teaching and bring more engagement and energy to their own classrooms. Further, the project has raised awareness of the importance and value of educational research in a research-intensive School of Pharmacy. Projects, such as this one, have had significant impact on our efforts to create a community of faculty educators dedicated to enriching student learning and advancing pharmacy education.

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