Hart, S. D., & Parker, P. J., & Roberts, M. W., & Haden, C. (2015, June), Flipping the Infrastructure Classroom  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24122

\bibitem{asee_peer_24122}
  Hart, S. D., \& Parker, P. J., \& Roberts, M. W., \& Haden, C. (2015, June), \emph{Flipping the Infrastructure Classroom}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24122

Steven D Hart, Philip J. Parker P.E., Matthew W Roberts, and Carol Haden.  "Flipping the Infrastructure Classroom".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24122 Internet.  18 Apr, 2024

\bibitem{asee_peer_24122}
  Steven D Hart, Philip J. Parker P.E., Matthew W Roberts, and Carol Haden.
  "Flipping the Infrastructure Classroom".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24122 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_24122
author = "Steven D Hart, Philip J. Parker P.E., Matthew W Roberts, and Carol Haden"
title = "Flipping the Infrastructure Classroom"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24122}
number = {10.18260/p.24122}
}

TY  - CPAPER
AB  -                          Flipping the Infrastructure ClassroomIn June 2014, the first Infrastructure Education workshop was held in Milwaukee, WI. At thisworkshop, participants were provided with model materials and were assisted in beginning todesign their courses. One day of the three-day workshop was devoted to “flipping” theclassroom, wherein the activities traditionally completed in class (e.g. listening to lectures) arecompleted out of class, and the activities traditionally completed out of class (e.g. completinghomework) are completed in class. Participants were all given the opportunity to createscreencasts suitable for the flipped classroom, and these screencasts were peer-reviewed.Flipping is ideally suited to courses for which homework is analytical in nature; this type ofhomework can readily be made into in-class activities. However, an introductory infrastructurecourse provides some challenges. Homework is typically open-ended or may be field-based, andis not readily adapted to in-class activities. Moreover, given the breadth of the infrastructurefield, few faculty members are adept at being able to guide a meaningful in-class discussion “onthe fly.” This paper will describe the strategy to be used in developing and delivering a flippedinfrastructure course.
AU  - Steven D Hart
AU  - Philip J. Parker P.E.
AU  - Matthew W Roberts
AU  - Carol Haden
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Flipping the Infrastructure Classroom
UR  - https://peer.asee.org/24122
DO  - 10.18260/p.24122
ER  -