Holliday, L. M., & Pena, C., & Ghosh, S. (2015, June), Flipping a Structures Class in a Construction Science Program  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24120

\bibitem{asee_peer_24120}
  Holliday, L. M., \& Pena, C., \& Ghosh, S. (2015, June), \emph{Flipping a Structures Class in a Construction Science Program}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24120

Lisa M. Holliday, Camilo Pena, and Somik Ghosh.  "Flipping a Structures Class in a Construction Science Program".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24120 Internet.  28 May, 2024

\bibitem{asee_peer_24120}
  Lisa M. Holliday, Camilo Pena, and Somik Ghosh.
  "Flipping a Structures Class in a Construction Science Program".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24120 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_24120
author = "Lisa M. Holliday, Camilo Pena, and Somik Ghosh"
title = "Flipping a Structures Class in a Construction Science Program"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24120}
number = {10.18260/p.24120}
}

TY  - CPAPER
AB  -                       Flipping a Structures Class in a Construction Science ProgramStructures topics such as Statics and Strength of Materials have traditionally been taught with thelecture format of teaching. In this format, the topic is:        1)   Introduced by lecture to explain the principals involved.        2)   Examples are worked in class to reinforce those principals.        3)   Students perform homework to further reinforcing the materials.        4)   Finally students are tested to determine their knowledge of the topic material.Research has shown that during the lecture portion of the learning, students are not actively involved inthe learning process. The lecture portion of the learning process is the largest amount of time thestudents and instructor spend together and during this learning step students are not actively involved.In this traditional teaching model, students are most actively learning during the homework assignmentsthat occurs during a time students are working away from the instructor. The ******** ConstructionScience Division structures professor at the University of ******** has flipped this learning process bydoing the more active and authentic learning in the classroom. The professor tasked the students withreviewing the lecture material in advance and then spent class time working on the homework in thehopes of increasing authentic learning. This learning model was generally successful but there werelessons learned. Using the lessons learned in the preceding year, the process was revised and repeatedthe next year with greater success. The process of flipping a structures class and the lessons learned arediscussed in this paper with planned refinements to the process.
AU  - Lisa M. Holliday
AU  - Camilo Pena
AU  - Somik Ghosh
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Flipping a Structures Class in a Construction Science Program
UR  - https://peer.asee.org/24120
DO  - 10.18260/p.24120
ER  -