| dc.description.abstract | The University of Kansas is one of many post-secondary institutions across the country that has experienced a significant decline in the number of students enrolled in Latin and Greek courses. In order to address this decline in enrollment, beginning in Spring 2016, the University of Kansas Classics Department sought to develop a course that promotes flexibility, utilizing online lectures and assignments to decrease the number of required class periods from five to three per week. This course seeks to aid students who are encountering scheduling issues at the University, conflicts with their work and school lives, and those seeking to graduate in less time by fulfilling the needs of their language requirement more easily. The University of Kansas implemented the “Flipped Latin Classroom,” a course developed by Mark Damen, a Professor of History at Utah State, to achieve these goals. This thesis explores the first full academic year of the “Flipped Latin Classroom” at Kansas, the Fall 2016 and Spring 2017 semesters, through data analysis and collection as well as a comparison with the traditional course taught during the same time period. Surveys of instructors and students, an analysis of test scores and trends, a diagnostic test, and more detailed data were assessed and examined in this thesis. The positive and successful results of the “Flipped Latin Classroom” gathered over the past year have led to the continuation and further assessment of the course into the Fall 2017 semester. The adaptation of the “Flipped Latin Classroom” course structure and its assignments at the University of Kansas shows that Latin courses at other universities could benefit from rethinking their course structures and blending online methods with those of traditional courses. | |
