Three approaches to flipping CE courses: Faculty perspectives and suggestions

ASEE Annual Conference and Exposition, Conference Proceedings

Volumn , Issue , 2013, Pages

  Swartz, Brian ^a   Velegol, Stephanie Butler ^b   Laman, Jeffrey A ^b  

^a UNIVERSITY OF HARTFORD   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CONTACT TIME; DESIGN COURSE; EDUCATIONAL EXPERIENCES; FIELD TRIPS; INVERTED CLASSROOM; LECTURE MATERIALS; SOPHOMORE-LEVEL MECHANICS; TIME MANAGEMENT;

CURRICULA; ENGINEERING EDUCATION; PROBLEM SOLVING;

TEACHING;

EID: 84884327525     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (6)

1. nd Edition. Reston, VA, American Society of Civil Engineers.
2. Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, Vol. 93, Issue 3, pp. 223-231.
3. th ASEE/IEEE Frontiers in Education Conference, San Antonio, TX.
4. Zappe, S., Leicht, R., Messner, J., Litzinger, T., and Lee, H.W. (2009). 'Flipping' the Classroom to Explore Active Learning in a Large Undergraduate Course. Proceedings, American Society for Engineering Education Annual Conference and Exhibition, Austin, TX.
5. Laman, J.A., Brennan, M., and Mena, I.B. (2012). Classroom Flip in a Senior-Level Engineering Course and Comparison to a Previous Version. Proceedings, American Society for Engineering Education Annual Conference and Exhibition, San Antonio, TX.
6. Ambrose, S., (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey- Bass, pp. 1.