Students of M119 Flipped Sections,

For this semester, we have been involved in a first-time experimental flipped math section. Since grade school, our process of learning has been primarily traditional. This flipped course, however, is extremely unorthodox and unethical. After signing up for M119, we were unaware of three things: the fact that our sections were partaking in a first-time experiment without our consent; the fact that our sections were "flipped"; and (for Su's section) the fact that our professor and TA are both English as a second language (ESL) lecturers. Within the first week, we were told that the option to switch into the traditional course was available; however, all spots had been filled up when attempted on the first day. We have been treated as lab rats in an experiment we were forced to undertake because of the system the math department implemented without any concern to the students' views. We, the students need to speak up.

For many of us, our success at IU and future success in life may be directly impacted by the grade we receive in this course. Not only did our sections have an unfair disadvantage because of the experiment, our cries for help were not answered. In students' experiences, questions to Professor Su were answered with vague and uncooperative answers. We were told we "should have already learned this" which was accompanied by recommendations to take M19. At office hours, her answers provided little to no explanation. Our questions to her TA resulted in miscommunication and him solving the problem for us, without providing any comprehension. Language barriers were also huge factors in this course. The lack of help required us to seek outside tutoring or drop the class. Students who sought help incurred enormous expenses on top of tuition. For business students, this experimental course may be the sole reason Kelley is no longer a viable option.

The disadvantages of this flipped course are not only in students' opinions; they are in the statistics. Statistically, our course has scored significantly lower on departmental exams than in traditional courses. On Exam 3, our flipped section's average grade was 60%. It would be unwise to blame the students for this nearly failing average grade as opposed to the department. The final exam consisted of three problems that were not addressed in class, on Examscram, on WebWork, or on any of the reviews provided to us. Examscram's homework problems are also completely different than in-class and departmental exams. Its short videos do not relay information as well as an hour-long lecture with multiple examples and the opportunity for help. According to the NY Times and the Association for Psychological Science, long-term comprehension and knowledge are better achieved through pen and paper than through the computer (NY Times; APS). Students in traditional courses have had a significant advantage because of the combination of factors.

It is no shock to the students that this experiment was a horrible idea. The factors involved were detrimental to students' grades, wallets, and confidence. The lack of help required students to teach themselves and seek alternatives. As a result, I have spoken to Student Advocates in order for us to be appropriately compensated for the unfair experience we were pushed into. I have created a petition to compensate the students who agree with or have personally experienced any of the points above. I encourage you to take part in this petition in order to improve the math department's future plans regarding teaching methods. The results I am seeking for the students are as followed:

* An 8% increase to affected students' final grade due to the imbalance between traditional and flipped courses

* An apology on behalf of the math department for its lack of timely notification of "flipped" courses and opportunities to switch

* Future experiments and implementations by the math department (and preferably all departments) to have consent by participants and frequent evaluations by the department and its participants.

-Matt McSpiritt