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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

Melissa Hines Professor of Chemistry, Cornell University

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