Gross, S. P., & Musselman, E. (2015, June), Observations from Three Years of Implementing an Inverted (Flipped) Classroom Approach in Structural Design Courses  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24532

\bibitem{asee_peer_24532}
  Gross, S. P., \& Musselman, E. (2015, June), \emph{Observations from Three Years of Implementing an Inverted (Flipped) Classroom Approach in Structural Design Courses}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24532

Shawn P. Gross and Eric Musselman P.E..  "Observations from Three Years of Implementing an Inverted (Flipped) Classroom Approach in Structural Design Courses".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/24532 Internet.  08 Jun, 2024

\bibitem{asee_peer_24532}
  Shawn P. Gross and Eric Musselman P.E..
  "Observations from Three Years of Implementing an Inverted (Flipped) Classroom Approach in Structural Design Courses".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/24532 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_24532
author = "Shawn P. Gross and Eric Musselman P.E."
title = "Observations from Three Years of Implementing an Inverted (Flipped) Classroom Approach in Structural Design Courses"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/24532}
number = {10.18260/p.24532}
}

TY  - CPAPER
AB  -          Observations from Three Years of Implementing of an Inverted              Classroom Approach in a Structural Design CourseAn inverted classroom approach has been used by the author for the previous three years in arequired junior-level undergraduate course in Structural Design (Structural Steel/ReinforcedConcrete) at _________ University. Previously, the course had been taught in a classicalmanner, with about two-thirds of the classroom time devoted to lectures and the remainderdevoted to solving quick problems using a PowerPoint format. In the inverted format, studentsare required to watch the lectures emphasizing theory outside of the classroom and nearly all ofthe in-class time is spent solving problems in a real-time manner using a TabletPC.This paper will review the motivation behind the author’s decision to switch to the invertedformat and explain the intended beneficial impacts on student learning. Impacts on facultyplanning and preparation will be discussed. Details on the structure and relationship ofindividual course components in the inverted model (recorded lecture videos, problem sets,concept quizzes, examinations, and overarching design problems) will be presented. A review ofthe changes made between each successive course offering – as well as the intended changes forthe fourth offering in the upcoming year – based on lessons learned will also be provided.In addition to the author’s (faculty) perspective, the student perspective will be addressed basedon the results of extensive end-of-the-semester surveys asking students for feedback on theinverted model. Student responses to numerous multiple choice “rating” questions about courseformat and course components will be provided, along with free open-ended written comments.
AU  - Shawn P. Gross
AU  - Eric Musselman P.E.
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Observations from Three Years of Implementing an Inverted (Flipped) Classroom Approach in Structural Design Courses
UR  - https://strategy.asee.org/24532
DO  - 10.18260/p.24532
ER  -