Abstract
Inverted or 'flipped' classrooms represent a growing area of interest in environmental engineering education. The purpose of this paper is to report the findings of the integration of the flipped classroom pedagogical model to an environmental engineering elective course. The approach involved community-based projects related to installing rain harvesting systems in the local area. The key findings from the study demonstrate that the integration of the flipped classroom improved the students' attitudes towards engineering, higher-order cognitive learning, self-efficacy, ease of learning the subject matter, team working and communication skills; all relevant objectives related to engineering accreditation.
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