Stephanie Butler Velegol, Associate Teaching Professor, Department of Chemical Engineering, College of Engineering

A flipped classroom can increase active learning without reducing content and can motivate students to learn. In my engineering flipped classrooms, students watch a series of video lectures outside of class and come to class to work on problem solving or to have discussions. In this talk, I will share our evidence that a flipped class can improve classroom climate in terms of self-efficacy and motivation. Specifically, students are treated individually and empowered to make their own decisions on how they want to learn. In addition, I will share research-based recommendations for creating a flipped classroom based on my experience flipping 3 unique classes over the past 10 years with class sizes from 70 to 130 students.