Course (Re)Design Academy: Case Study of Flipping a Classroom to Create a Studio Course


  • Heather Anderson George Mason University; Honors College



active learning, active learning classrooms, learning spaces, student engagement


During the Course (Re)Design academy, I re-structured my course Reading the Arts.ààThis course has traditionally been taught in a lecture or seminar format. My re-design achieved two objectives. First, I flipped the classroom to allow for significantly increased time in the classroom.ààThis made the second objective attainable:ààto create time for a studio classroom experience. In the process of this redesign, I learned that three points are of particular significance in flipping a course of this kind: 1. scaffolding assignments to make sure students are prepared for in class studio time 2. low stakes assignments and testing to reinforce that preparedness 3. directly and continuously communicating connections between learning outcomes and assignments to students so they can see where they are, where they are going, and why they are doing what they are doing to get there.

For more information about the Course ReDesign Academy:à

Author Biography

Heather Anderson, George Mason University; Honors College

Heather Anderson is the director of Academic Affairs and Advising for the Honors College at George Mason University.





4:15pm-5:30pm POSTER SESSION (Group A- 4:15-4:45pm)