At the recent Undergraduate Research Conference, Rachel Ludwick, a promising undergraduate researcher, presented her study on the flipped classroom. Her research investigated the flipped classroom model, where students engage with learning materials before class and use class time for interactive and practical exercises. This method aims to enhance student autonomy and engagement, central to Self-Determination Theory.

Rachel’s findings indicated that students in flipped classrooms experienced increased intrinsic motivation and academic performance. Through her presentation, she effectively used visuals and statistics to argue for the potential of flipped classrooms to fulfill students' psychological needs, thereby enhancing their learning experience.

Her work not only adds significant insights to educational psychology but also sparks discussions on improving teaching strategies. Rachel’s research promises to influence future educational methods and highlights her role as a leader in academic innovation.

Congratulations to Rachel for her exemplary performance and for proudly representing our university at the conference!