Bego, C. R., & Ralston, P. A., & Thompson, A., & Parsons, A., & Crush, G. J. (2018, June), Flipping the Differential Equations Classroom: Changes Over Time  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30528

\bibitem{asee_peer_30528}
  Bego, C. R., \& Ralston, P. A., \& Thompson, A., \& Parsons, A., \& Crush, G. J. (2018, June), \emph{Flipping the Differential Equations Classroom: Changes Over Time}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30528

Campbell R Bego P.E., Patricia A. Ralston, Angela Thompson P.E., Adrienne Parsons, and Gale J. Crush.  "Flipping the Differential Equations Classroom: Changes Over Time".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30528 Internet.  11 Jul, 2024

\bibitem{asee_peer_30528}
  Campbell R Bego P.E., Patricia A. Ralston, Angela Thompson P.E., Adrienne Parsons, and Gale J. Crush.
  "Flipping the Differential Equations Classroom: Changes Over Time".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30528 Internet.  11 Jul, 2024

@INPROCEEDINGS{asee_peer_30528
author = "Campbell R Bego P.E., Patricia A. Ralston, Angela Thompson P.E., Adrienne Parsons, and Gale J. Crush"
title = "Flipping the Differential Equations Classroom: Changes Over Time"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30528}
number = {10.18260/1-2--30528}
}

TY  - CPAPER
AB  - Traditional lecture style courses use class time to deliver new material to students and homework to provide practice.  Flipped classrooms, on the other hand, provide new material outside of class and students are then given opportunities to work actively on problems during class time.  A flipped classroom design combines active, problem-based learning activities with direct instruction methods, and is seen by many as a teaching method that results in higher student satisfaction, greater retention of knowledge, and increased depth of knowledge [1] .  
The initial implementation of a flipped classroom can be difficult for teachers.  Time is needed to develop instructional materials for students to view outside of class, in addition to time needed to develop constructive in-class activities.  Teachers who have persisted with this teaching method often report that their classrooms are not optimized until the third or fourth implementation.  This paper describes the three-year progression from traditional lecture style to flipped classroom design of a large enrollment differential equations course at a metropolitan research university’s engineering school.  The discussion section of the paper reflects on specific implementation difficulties of a flipping a classroom, and gives strategic suggestions for instructors who are beginning to design this type of curriculum. 
AU  - Campbell R Bego P.E.
AU  - Patricia A. Ralston
AU  - Angela Thompson P.E.
AU  - Adrienne Parsons
AU  - Gale J. Crush
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Flipping the Differential Equations Classroom: Changes Over Time
UR  - https://peer.asee.org/30528
DO  - 10.18260/1-2--30528
ER  -