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This paper is an Evidence Based Practice paper. The project focuses on an active and intuitive learning technique, flipped classroom. In this technique, the usual studentteacher centered lecture is replaced by a more student driven approach where a student prepares prior to a class, which gives more time for in class discussions and problem solving. This project is a combined effort from three universities: San José State University (SJSU), California State University-Los Angeles (CSULA), and Cal Poly Pomona (CPP). This project aims to improve retention rates in STEM courses thereby increasing the number of students who graduate with STEM degrees. The three universities belong to the CSU system which is the largest university system in the entire country. The program is funded by the U.S Department of Education under the First in the World program. The outcome of this project is to check if the flipped teaching style helps in reducing the failure rates of students in gateway STEM courses. The authors prefer a lightening session.

Supporting Faculty to “Do the Flip!” Lessons Learned when Transitioning Faculty to Active Pedagogy in the Classroom