Swartz, B., & Velegol, S. B., & Laman, J. A. (2013, June), Three Approaches to Flipping CE Courses: Faculty Perspectives and Suggestions  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22634

\bibitem{asee_peer_22634}
  Swartz, B., \& Velegol, S. B., \& Laman, J. A. (2013, June), \emph{Three Approaches to Flipping CE Courses: Faculty Perspectives and Suggestions}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22634

Brian Swartz P.E., Stephanie Butler Velegol, and Jeffrey A. Laman.  "Three Approaches to Flipping CE Courses: Faculty Perspectives and Suggestions".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22634 Internet.  07 Jan, 2025

\bibitem{asee_peer_22634}
  Brian Swartz P.E., Stephanie Butler Velegol, and Jeffrey A. Laman.
  "Three Approaches to Flipping CE Courses: Faculty Perspectives and Suggestions".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22634 Internet.  07 Jan, 2025

@INPROCEEDINGS{asee_peer_22634
author = "Brian Swartz P.E., Stephanie Butler Velegol, and Jeffrey A. Laman"
title = "Three Approaches to Flipping CE Courses: Faculty Perspectives and Suggestions"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22634}
number = {10.18260/1-2--22634}
}

TY  - CPAPER
AB  -                      Flipping the Student Experience Causes them to ThinkClassroom inversion or “flipping” is one of the latest models to engage students and betterachieve learning outcomes. The concept involves moving traditional lecture material outside theclassroom and practical application of newly learned ideas into the class meeting times. In theinverted model the new concepts, theory, or equations are presented in various media – videos,readings, notes – prior to the class contact time. Application of those new ideas is cultivatedduring the class time when the professor is available to answer questions and facilitatediscussion, but not lecture in a traditional sense.The authors have implemented this approach in three distinct settings – a medium/largeenrollment senior-level foundations design course, a small enrollment senior-level concretedesign course, and a small-enrollment sophomore-level mechanics course. Successes andlessons learned are documented from each of the cases.The paper puts forth specific suggestions for improving the student learning experience byimplementing the concept of an inverted classroom at least partially. The authors providesuggestions based on their experience for faculty wishing to transition from a traditional lecture-style presentation towards a strategy that transforms the classroom into an active educationalexperience.The paper summarizes the advantages of such a system and cautions against potential obstacles.When applied correctly, the authors observe students better retaining key concepts, becomingactively engaged in thinking through new problems, and taking responsibility for their owneducational objectives.
AU  - Brian Swartz P.E.
AU  - Stephanie Butler Velegol
AU  - Jeffrey A. Laman
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Three Approaches to Flipping CE Courses: Faculty Perspectives and Suggestions
UR  - https://peer.asee.org/22634
DO  - 10.18260/1-2--22634
ER  -