Talbert, R. (2014, June), The Inverted Classroom in Introductory Calculus: Best Practices and Potential Benefits for the Preparation of Engineers  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23166

\bibitem{asee_peer_23166}
  Talbert, R. (2014, June), \emph{The Inverted Classroom in Introductory Calculus: Best Practices and Potential Benefits for the Preparation of Engineers}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--23166

Robert Talbert.  "The Inverted Classroom in Introductory Calculus: Best Practices and Potential Benefits for the Preparation of Engineers".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/23166 Internet.  05 Feb, 2025

\bibitem{asee_peer_23166}
  Robert Talbert.
  "The Inverted Classroom in Introductory Calculus: Best Practices and Potential Benefits for the Preparation of Engineers".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/23166 Internet.  05 Feb, 2025

@INPROCEEDINGS{asee_peer_23166
author = "Robert Talbert"
title = "The Inverted Classroom in Introductory Calculus: Best Practices and Potential Benefits for the Preparation of Engineers"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23166}
number = {10.18260/1-2--23166}
}

TY  - CPAPER
AB  - The inverted classroom in introductory calculus: Best practices and potential                  benefits for the preparation of engineersThe inverted or "flipped" classroom is an approach to course design in which new contentis first encountered by students outside the classroom in the form of structured readingand video assignments, and class time is spent on engaging, rigorous work intended toput students in a position to assimilate that content and make sense of it. The invertedclassroom therefore places a premium not only on deep learning of course content butalso on the development of skills students need for acquiring new information andsolving problems independently. The latter set of skills, which we can identify as "self-regulated learning" in the language of educational psychologist Paul Pintrich, containskills and behaviors that mesh well with the sort of engineering education envisioned insuch documents as *The Engineer of 2020*.In this paper, we examine an introductory calculus course offered using an inverteddesign at the author's university. All lecture content was moved outside the classroom viaa series of videos on YouTube. Students acquired introductory fluency with calculusconcepts through structured Guided Practice assignments that drew from the textbookand the videos. The resulting time freed up by relocating the lectures was spent on acombination of computer lab work and challenging group exercises. Three sections ofthis inverted calculus class were offered (out of 14 total) with roughly 50% of thestudents in each section coming from engineering disciplines.We will discuss the research framework behind the design of this course (drawing mainlyfrom Pintrich's work), the design and execution of the course, lessons learned from thecourse and initial qualitative data on its result, and plans for future large-scale research.
AU  - Robert Talbert
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - The Inverted Classroom in Introductory Calculus: Best Practices and Potential Benefits for the Preparation of Engineers
UR  - https://peer.asee.org/23166
DO  - 10.18260/1-2--23166
ER  -