Flipping a Classroom: A Continual Process of Refinement

Kenneth Connor is a professor in the Department of Electrical, Computer, and Systems Engineering where he teaches courses on plasma physics, electromagnetics, electronics and instrumentation, electric power, and general engineering. His research involves plasma physics, electromagnetics, photonics, engineering education, diversity in the engineering workforce, and technology enhanced learning. Since joining the Rensselaer faculty in 1974, he has been continuously involved in research programs at such places as Oak Ridge National Laboratory and the Universities of Texas and Wisconsin in the U.S., Kyoto and Nagoya Universities in Japan, the Ioffe Institute in Russia, and Kharkov Institute of Physics and Technology in Ukraine. He was ECSE Department Head from 2001 to 2008 and served on the board of the ECE Department Heads Association from 2003 to 2008. He is presently the Education Director for the SMART LIGHTING NSF ERC.

[1]  Kenneth A. Connor,et al.  Goodbye, Podium: An Engineering Course Puts Theory into Practice. , 2012 .

[2]  J. Carpenter,et al.  Sharing the learning , 2012 .

[3]  Jeremy F. Strayer.  How learning in an inverted classroom influences cooperation, innovation and task orientation , 2012 .

[4]  James A. Rycik.  Building Capacity for Reform , 2012 .

[5]  Dianna L. Newman,et al.  Mobile Studio Pedagogy, Part 2: Self-regulated Learning and Blended Technology Instruction , 2012 .

[6]  C. A. Porr,et al.  Undergraduate Research in Agriculture: Constructivism and the Scholarship of Discovery. , 2011 .

[7]  Lloyd P. Rieber,et al.  The Studio experience at the University of Georgia: an example of constructionist learning for adults , 2010 .

[8]  K. Powell,et al.  Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. , 2009 .

[9]  Henk G. Schmidt,et al.  Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies , 2008 .

[10]  J. Piaget,et al.  The Growth of Logical Thinking , 1959 .

[11]  Dianna L. Newman,et al.  Using Technology in a Studio Approach to Learning: Results of a Five Year Study of an Innovative Mobile Teaching Tool , 2013 .

[12]  Liz Pape,et al.  How to Do More with Less: Lessons from Online Learning. , 2012 .

[13]  K. Fulton.  Upside down and inside out: Flip Your Classroom to Improve Student Learning. , 2012 .

[14]  Christopher J. Brown,et al.  ENGAGING MILLENNIAL COLLEGE-AGE SCIENCE AND ENGINEERING STUDENTS THROUGH EXPERIENTIAL LEARNING COMMUNITIES , 2011 .

[15]  Dianna L. Newman,et al.  AC 2011-2250: USING THE MOBILE STUDIO TO FACILITATE NON- TRADITIONAL APPROACHES TO EDUCATION AND OUTREACH , 2011 .

[16]  Jared Keengwe,et al.  Technology and Student Learning: Towards a Learner-Centered Teaching Model , 2009 .

[17]  Greg Preston,et al.  Staff and student perspectives on web based lecture technologies: insights into the great divide , 2007 .

[18]  M. Cole,et al.  Mind in society: The development of higher psychological processes. L. S. Vygotsky. , 1978 .

[19]  Ruth M. Beard,et al.  The Growth of Logical Thinking , 1972 .