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We can get our students to come to class prepared, but it's going to take a different course design. In terms of that, consider the traditional model of teaching and the interactive model of teaching. The traditional model of teaching is the one that we grew up with, if you will, just kind of lecture based. That we've got class time, student alone time, and teacher alone time. The aspects of learning are first exposure, higher-order reasoning, and then teacher response.
Dr. J. Robert Gillette joined the faculty at the University of Kentucky in 1994 and is an Associate Professor of Economics. He received his undergraduate degree in Economics from the University of Richmond in 1975 and his Ph.D. from Texas A&M University in 1986. Before coming to UK, he taught at Texas A&M University and Washington State University, and worked in an economic consulting firm. Dr. Gillette has authored or co-authored economic studies for various public agencies, including the Internal Revenue Service and the State of California, and for numerous private organizations. He has also given numerous presentations and workshops on teaching at regional and national economics meetings and at colleges and universities.
Lynn Gillette, Ph.D., is the former president of Sierra Nevada College in Incline Village, Nevada. During his time as provost and president, he led the college to unprecedented financial stability, increased retention and graduation rates, and increased undergraduate enrollment to record highs. He has spearheaded efforts to increase academic rigor, academic excellence, and innovation, as well as, championing the use of the flipped classroom, active learning, undergraduate research, and the scholarship of teaching.
Gillette, J Robert and Gillette, Lynn, "How Do Prepared Students Change the Way I Teach?" (2015). Online Seminars. 20.