Probing the Flipped Classroom: A Controlled Study of Teaching and Learning Outcomes in Undergraduate Engineering and Mathematics | Zendy

Nancy Lape | Zendy; Rachel Levy | Zendy; Darryl Yong | Zendy; Rebecca M. Eddy | Zendy; Nancy Hankel | Zendy

Open Access

Probing the Flipped Classroom: A Controlled Study of Teaching and Learning Outcomes in Undergraduate Engineering and Mathematics

Author(s) -

Nancy Lape,

Rachel Levy,

Darryl Yong,

Rebecca M. Eddy,

Nancy Hankel

Publication year - 2015

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/p.24590

Subject(s) - flipped classroom , class (philosophy) , mathematics education , active learning (machine learning) , metacognition , engineering education , computer science , teaching method , psychology , pedagogy , engineering , artificial intelligence , cognition , mechanical engineering , neuroscience

Rachel Levy is an Associate Professor of Mathematics at Harvey Mudd College. In addition to her work on fluid mechanics, she is the founder of the blog Grandma got STEM and an investigator on two NSF-funded education projects: one studying flipped classrooms and the other preparing teachers for mathematical modeling in the elementary grades. She is the incoming vice president for education for SIAM, the Society for Industrial and Applied Mathematics and the outgoing Editor in Chief of SIURO, an online undergraduate research publication. She also is a recent winner of the Henry L. Alder Award for Distinguished Teaching by a Beginning College or University Mathematics Faculty Member.

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