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SUMMARY:Rebecca Swanson (Colorado School of Mines)
DTSTART:20261103T170000Z
DTEND:20261103T180000Z
DTSTAMP:20260825T025049Z
UID:ESME/71
DESCRIPTION:Title: <a href="https://researchseminars.org/talk/ESME/71/">Le
 ssons from Flipped Classrooms: Implementing Partially and Fully Flipped Le
 arning Across the Mathematics Curriculum</a>\nby Rebecca Swanson (Colorado
  School of Mines) as part of Online Seminar On Undergraduate Mathematics E
 ducation\n\nInteractive livestream: https://cornell.zoom.us/j/92415199317\
 n\nAbstract\nFlipped learning is often presented as an all-or-nothing inst
 ructional choice\, which can make it feel inaccessible or risky—especial
 ly in content-heavy mathematics courses. In this talk\, I share my lessons
  from 10+ years of experience implementing both fully flipped and partiall
 y flipped models across a range of mathematics courses at the Colorado Sch
 ool of Mines\, including Calculus II\, Linear Algebra\, Foundations of Adv
 anced Mathematics\, and Topology. I discuss how different flipping choices
  supported student learning\, how the model scales to multi-section course
 s\, and how I addressed some of the challenges that emerged. Rather than a
 dvocating for a single model\, this talk emphasizes intentional\, flexible
  flipping strategies that can be adapted to instructors’ own goals and c
 onstraints.\n
LOCATION:https://researchseminars.org/talk/ESME/71/
URL:https://cornell.zoom.us/j/92415199317
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