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Finding creative and effective ways to support student experiences and student learning in the classroom is an important goal for instructors, especially as remote and hybrid formats become more common and new, educational technologies are recommended. The current work involved the creation and implementation of a curricular innovation using Flip to encourage the use of evidence-based learning strategies and promote a sense of community in a college classroom. A survey was developed and administered as extra credit in a large Introduction to Psychology class in Spring 2021, with questions focused on examining student perceptions of using Flip in the classroom. Results revealed that students enjoyed using Flip for assignments, believed that Flip assignments helped their learning of class content, and recommended the instructor keeping using Flip in future semesters. The current work highlights the versatility and benefit of using Flip as an instructional tool in the classroom.

The incorporation of evidence-based practices into the classroom increases achievement and retention of students in STEM. However, the effectiveness of these practices depends on the degree to which faculty are knowledgeable about the strategies and implement the strategies in their teaching. This study investigates the familiarity, adoption, and perceived value of six evidence-based learning strategies (EBLSs): concrete examples, dual coding, elaboration, interleaving, retrieval practice, and spaced practice. A national survey was completed by 606 faculty from across the United States who teach various STEM classes in biology, chemistry, and physics. The results from the survey suggest that overall awareness of EBLSs was relatively low, with the exception of using concrete examples. However, faculty report moderately frequent implementation of several EBLSs into their classrooms and assignments. A majority of faculty report relatively high perceived value of the EBLSs, with the exception of interleaving. Results from the current work can inform professional development opportunities for faculty. [ABSTRACT FROM AUTHOR]