1st Edition

Best Practices for Flipping the College Classroom

Edited By Julee B. Waldrop, Melody A. Bowdon Copyright 2016
    176 Pages
    by Routledge

    186 Pages
    by Routledge

    Best Practices for Flipping the College Classroom provides a comprehensive overview and systematic assessment of the flipped classroom methodology in higher education. The book:

    • Reviews various pedagogical theories that inform flipped classroom practice and provides a brief history from its inception in K–12 to its implementation in higher education.
    • Offers well-developed and instructive case studies chronicling the implementation of flipped strategies across a broad spectrum of academic disciplines, physical environments, and student populations.
    • Provides insights and suggestions to instructors in higher education for the implementation of flipped strategies in their own courses by offering reflections on learning outcomes and student success in flipped classrooms compared with those employing more traditional models and by describing relevant technologies.
    • Discusses observations and analyses of student perceptions of flipping the classroom as well as student practices and behaviors particular to flipped classroom models.
    • Illuminates several research models and approaches for use and modification by teacher-scholars interested in building on this research on their own campuses.

    The evidence presented on the flipped classroom methodology by its supporters and detractors at all levels has thus far been almost entirely anecdotal or otherwise unreliable. Best Practices for Flipping the College Classroom is the first book to provide faculty members nuanced qualitative and quantitative evidence that both supports and challenges the value of flipping the college classroom.


    1 Introduction: Joining the Flipped Classroom Conversation
    Erin Saitta, Brett Morrison, Julee B. Waldrop, and Melody A. Bowdon

    2 Flipping a Large First-Year Chemistry Class: Same-Semester Comparison with a Traditionally Taught Large-Lecture Class
    Cherie Yestrebsky

    3 Flipped Calculus: A Gateway to Lifelong Learning in Mathematics
    Robert Talbert

    4 Flipping the Graduate Course in Nursing: Application to Solve Patients’ Health Problems
    Julee B. Waldrop

    5 Taking Ownership of the Past: Flipping the History Course as a Means of Increasing Student Engagement
    Daniel Murphree

    6 Best Practices for Flipping the College Classroom: Elements of Psychology, an Introductory Psychology Course at the University of Oklahoma
    Clarissa Thompson and April Martin

    7 Flip Don’t Flop: Best Practices for Flipping Marketing Courses
    Michael S. Garver

    8 Don’t Flip Out: Inverting the Intermediate Microeconomics Course
    Katherine M. Sauer

    9 Flipping the Creativity Class: Creating Active-Learning Environments for Student Innovations
    Russell Carpenter

    10 Student Practices and Perceptions in Flipped Courses
    Stacey Pigg and Brett Morrison

    11 Conclusion: Reflecting on the Flipping Experience
    Melody A. Bowdon, Lissa Pompos Mansfield, and Julee B. Waldrop




    Julee B. Waldrop is Clinical Professor in the School of Nursing at the University of North Carolina at Chapel Hill, USA.

    Melody A. Bowdon is Executive Director of the Karen L. Smith Faculty Center for Teaching and Learning and Professor of Writing and Rhetoric at the University of Central Florida, USA.

    "Best Practices for Flipping the College Classroom brings together viewpoints from a variety of disciplines and campuses to lay a groundwork for effective, research-based teaching. The book offers numerous examples from a variety of institutional types, providing a holistic framework for understanding how to implement flipped learning in and outside of college classrooms." 

    Julie Schell, Affiliate, Mazur Group, Harvard University, USA

    "Well-organized and engaging, Best Practices for Flipping the College Classroom is a balanced look at the flipped classroom in diverse academic disciplines and higher education settings. Rich case studies combined with faculty and student perspectives on flipped learning experiences provide instructors with a wealth of practical, evidence-based information for their own practice."

    Elizabeth (Liz) Ciabocchi, Ed.D., Vice Provost for Digital Learning, St. John’s University, USA