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From Remote to Flipped: Increasing Student Engagement through the Classroom Flip

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2022 Spring ASEE Middle Atlantic Section Conference


Newark, New Jersey

Publication Date

April 22, 2022

Start Date

April 22, 2022

End Date

April 23, 2022

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Paper Authors


Sarah E Zappe Pennsylvania State University

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Dr. Sarah Zappe is Director of the Leonhard Center for the Enhancement of Engineering Education and Assistant Dean for Teaching and Learning in the College of Engineering at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. Her research interests primarily involve creativity, innovation, and entrepreneurship education.

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Stephanie Cutler Pennsylvania State University

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Dr. Stephanie Cutler has degrees in Mechanical Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Assistant Research Professor and the Assessment and Instructional Support Specialist in the Leonhard Center for the Enhancement of Engineering Education at Penn State as well as a co-founder of Zappe and Cutler Educational Consulting, LLC. Her primary research interest include faculty development, the peer review process, the doctoral experience, and the adoption of evidence-based teaching strategies.

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One of the most pervasive messages relating to quality teaching is that students learn more by engaging with the course material. Yet, getting students to engage with the course material can sometimes be challenging. The inverted classroom, or the classroom flip, reverses what is typically done by students during in-class and out-of-class time. Rather than passively listen during in-class time, students do interactive activities, which can vary from solving problems to completing projects. Out-of-class time is spent on listening to recorded lecture or completing other independent activities. The framework of the inverted classroom encourages students to actively engage with course material while other students and the instructor are present and moves the more passive, independent parts of learning to be conducted outside of class. The structure of the framework is ideal, as it allows instructors to be flexible and adaptive with their approaches. This workshop will discuss the classroom flip approach, including challenges and benefits, as it relates to the engineering classroom.

With the transition to remote instruction due to the COVID-19 pandemic, new opportunities could be leveraged to implement a flipped classroom as faculty move back to campus. This workshop can help formulate strategies for how to use teaching videos and materials created during the pandemic as part of a flipped classroom. This workshop is intended for engineering instructors who have not yet flipped their courses but might be interested in doing so in the future. Additionally, we welcome instructors who have previously flipped their class to come share their experience and explore additional strategies related to flipped classroom. The workshop will be interactive and will allow time for participants to consider how they might flip their own course. Instructors are encouraged to bring their course syllabus with them to consider how different course elements can be taught in a flipped setting. The workshop facilitators have led multiple workshops on classroom flip in the past and have also published several papers about the logistics and impact of the instructional approach.

Zappe, S. E., & Cutler, S. (2022, April), From Remote to Flipped: Increasing Student Engagement through the Classroom Flip Paper presented at 2022 Spring ASEE Middle Atlantic Section Conference, Newark, New Jersey.

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