This is a 5-year case study in which flipped classroom/lecture capture methods were used to promote the transition from course term papers to student generated YouTube video projects in a freshman public health science course.
Discussion will focus on course design, teaching, and evaluation strategies associated with student video projects, student centered learning, and community outreach goals, including:
1. How “Flipped Classroom/Lecture Capture” teaching methods can free up class time for more “student centered learning”
2. Methods used to transition from traditional term papers to innovative student generated video projects
3. Teaching methods used to promote student centered learning and community outreach goals
4. Evaluation methods and results associated with student satisfaction, learning outcomes and community outreach goals (e.g. video project grading rubrics, student feedback on video project experiences, critical thinking test scores, YouTube analytic results and general lessons learned)