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Flipping the Infrastructure Classroom

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

NSF Grantees’ Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count


Page Numbers

26.785.1 - 26.785.4



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Paper Authors


Steven D Hart Virginia Military Institute

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Dr. Steven D. Hart, P.E. is an adjunct professor in the Department of Civil and Environmental Engineering at the Virginia Military Institute, the Chief Engineer of Hart Engineering, LLC, and an aspiring gentleman farmer at Hart Burn Farm. His research areas of interest include infrastructure engineering, infrastructure education, infrastructure resilience and security, and grass-based sustainable agriculture.

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Philip J. Parker P.E. University of Wisconsin, Platteville


Matthew W Roberts Southern Utah University

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Dr. Roberts has been teaching structural engineering topics for 13 years. He recently joined the faculty in the Integrated Engineering department at Southern Utah University.

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Carol Haden Magnolia Consulting, LLC

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Dr. Carol Haden is a Principal Evaluator at Magnolia Consulting, LLC, a woman-owned, small business specializing in independent research and evaluation. She has served as evaluator for STEM education projects sponsored by the National Science Foundation, the National Aeronautics and Space Administration, the William and Flora Hewlett Foundation, and the Arizona Department of Education, among others. Areas of expertise include evaluations of engineering education curricula and programs, informal education and outreach programs, STEM teacher development, and climate change education programs.

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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.

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

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