A lot of attention has been given to the pedagogical method referred to as "flipping" the classroom. Many previous studies and conference presentations have shown that while students do not perform any worse in flipped classrooms than in a traditional format. However, a thoughtful design of the time spent in class can improve performance. This work-in-progress paper is a narrative of one course's journey over several semesters from traditional lecture to flipped classroom, and the observations of the impact that in-class and out of class activities had on overall performance of students. Brief descriptions of many course assignments and activities are included. In addition, the preliminary plan for evaluating how to create an inverted classroom that can support building lifelong learning skills is presente.
['Carrie J. McClelland']
Evaluating the effect of thoughtful design of in-class time for a flipped classroom