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Learn how instructors have used Learning Catalytics to flip their classrooms and engage students.

An automated way to incorporate peer instruction
Declan De Paor
Professor, Department of Physics, Old Dominion University

Answering the challenge to be more interesting than Facebook
Christine Bozarth
Northern Virginia Community College

Getting the classroom buzzing with team-based assessment
Kelly Hogan
Senior Lecturer & Advisor, Biology Department, University of North Carolina

Getting the point across in new ways
Jung Choi
Associate Professor of Biology, Georgia Institute of Technology

Increased engagement through the power of group learning
Jennifer Curtis
Chemistry and Physics Teacher, Oceanside High School

It's not just a technology, it’s a way to engage your students
Matthew W. Stoltzfus
Chemistry Lecturer, The Ohio State University

LC for peer Instruction—more than just asking questions
Christine Lindstrøm
Associate Professor, Faculty of Education and International Studies, Oslo and Akershus University College

Making the switch to a completely flipped classroom
Bill D. Richards
Geology/Geography Instructor, North Idaho College

Peer instruction at its finest!
Kalée Tock
Teacher, Stanford Online High School

Rewarding students for classroom participation
Amy Skibiel
Lecturer, Biological Sciences Department, Auburn University

Seeing common misconceptions using real-time questions
Melissa Hines
Professor of Chemistry, Cornell University

A vehicle for including more voices in the conversation
Dan Perlman
Associate Provost of Innovation in Education and Professor of Biology, Brandeis University

Why Learning Catalytics was the tool that really made me flip
D.J. Hennager
Associate Professor, Science, Kirkwood Community College

The power of instant "Wordles"
Peter Pappas
Educator, Blogger, Keynote Speaker