Psychology students typically want to focus on psychological concepts, not mathematical ones. However, all Psychology majors and minors are required to take Quantitative Methods in Psychology — a challenging course for many students.
Julie A. Evey, Ph.D., Assistant Professor in Psychology at Kent State University Geauga, was recently awarded by the University’s Center for Teaching and Learning (CTL) for successfully ‘flipping her classroom’ in order to enhance her students’ mastery of the required coursework. In January 2022, she received the Bronze Teaching Recognition Award for Planning to Flip Quantitative Methods I-Psychology (completing the flipped class training and flipping a segment of her class). She also earned the Silver Teaching Recognition Award for its later implementation, Flipping Quantitative Methods I-Psychology.
Dr. Evey explains, “Many students starting out in Psychology do not realize how much math is involved in what we do and many of our students have avoided more than the required mathematics courses. The challenge is that, in a traditional class, students would sit and listen then struggle to do the homework. 
“What I wanted was to share the background, yet have them work through more problems with me in class. I relate learning this material to learning another language. You have to do it, and you should do it every day. Flipping the class means a good part of their homework is learning concepts from a recorded presentation, then coming to class to apply that material.”
The Center for Teaching and Learning provides support for faculty to learn about, implement, and engage in teaching and learning practices that are student-centered, evidence-based, innovative and inclusive. Faculty can explore, research and support student learning with various CTL trainings and workshops, including a summer intersession program on Flipped Classroom Innovation.
Flipped course design is one in which a portion of lecture materials is delivered online, providing time in class for students to work on exercises, projects, problem-solving and discussion. CTL provides training in good pedagogical design, online technology and active learning in face-to-face classes.
Dr. Evey recalls, “I had read about the flipped classroom approach and attended a talk on it several years ago, but this intersession program is hands-on. You will finish the session having flipped a segment of your class to use the next year. Also during the intersession, you evaluate the others in your session and have your own flip evaluated. This program introduced me to many teaching techniques others were using and to choose what would be most effective in my class.”
While Dr. Evey wants her students to understand the material so they can apply it in later courses and careers, she ultimately wants to help her students develop into lifelong learners and critical thinkers.
“We cannot simply tell them what they need to know and have them attempt to memorize. We live in a world where information is at our fingertips — literally. But much of that information deserves skepticism or outright criticism. It is imperative that we build skills that help us critically evaluate information.
“Understanding both Research Methods and Quantitative Methods in Psychology are a big part of being a critical consumer of information which will make us better innovators, community members and citizens.”
Going forward, the flipped classroom approach has served as a springboard for further refinements in Dr. Evey’s overall teaching methods. “Because of the training I received for this one course, I was able to then flip my General Psychology course during COVID with the same plan in mind,” she explains.
“Students watch presentations and have materials to read prior to class. In class, we apply that material and there is more time for activities and discussion. Overall, this has been very successful. The students are grateful to not have 75-minute lectures and also learn good study habits as I also have more time to emphasize that in the classroom.”
Dr. Evey says that teaching is a process that requires reflection. “I am grateful for the opportunity to work with the Center for Teaching and Learning and my colleagues in developing my flipped classroom for Quantitative Methods in Psychology I. It is gratifying to have hard work acknowledged. Flipping a class takes time, but the end result has been worth it.”