Workshop B: “Flip the Switch” on the Classroom and on the Faculty-Student Collaboration

“Flip the Switch” on the Classroom and on the Faculty-Student Collaboration


Raissa Zuim Dantas de Souza,1 Dustin Lin, MS,2 Bailey Bunch, BSN,1 Ann Zumwalt, PhD,1 and Jonathan Wisco, PhD1

1Anatomy & Neurobiology and 2Medical Sciences, Boston University School of Medicine


The collaboration between professors and the student assistants can expand and support non-classroom engaged learning opportunities. Due to the COVID-19 pandemic, a series of courses had to adjust their teaching models. In this session, we will focus on the process of course readjustment and the faculty-student assistant collaboration impact to facilitate this process, to create resources, and augment the educational experiences of their course. We will discuss the process and experiences of adapting the Anatomy Medical course for the Fall and the effectiveness of establishing a strong collaboration with a group of student assistants and delivering students’ expectations to the different parts of the course.
This session aims to discuss a strategic approach for faculty and students to collaborate on adjusting their courses to reach students outside of the classroom enhancing the engagement opportunities.


During the Fall of 2020, the Medical Anatomy course developed a faculty-student collaboration team and was able to create and deliver more than 50 new resources (Orientation videos, Lab guides, virtual labs, etc.) over two months for the students taking the class. The change in curriculum for more flipped classroom based required the need for the assistance of students and this collaboration and change in the curriculum showed to be effective for both the performance of the students taking the class as well as for the course flow.

Learning Objectives:

Understand the importance of developing a faculty-student collaborative team.

Provide an opportunity for faculty and students to discuss different strategies and approaches to flipped-classroom activities

Describe strategies for courses to provide a more augmented experience beyond the traditional classroom (Fink, L. D., 2013, Creating significant learning experiences an integrated approach to designing college courses).

Session Outline:

  • Overview: Introductions, review of learning objectives, the proposed plan for the session (10 minutes)
  • Background: Changes in the course and class model due to the COVID-19 pandemic and process of adaptation. Building a faculty-student collaborative team. (10 minutes)
  • Introduction of the prepare, direct (orient), review.
  • Process of team building, Faculty expectations, administration of various duties and aspects of the course (Lecture/Laboratory) (30 minutes)
  • Interactive activity using breakout rooms (groups of 4) on strategic course planning for content creation and checkpoints.
  • Students assistant perspectives, expectations, the balance between course load work, and effectiveness on course resources planning and implementation. (30 minutes)
  • Interactive activity using breakout room (groups of 4) on communication and teamwork with student assistants.
  • Discussion and Q&A time (10 minutes)