ABSTRACT
While teachers of history at the secondary level have taken a lead in adopting flipped classroom techniques and have shared their findings in a variety of venues (Bergmann & Sams, 2012; Graham & Walker, 2013; Kulowiec, 2011), the literature suggests that instructors of history at the postsecondary level have largely left application of the practice to their counterparts in the sciences or related disciplines. Consequently, we have a lot to learn about the value of flipping the college history classroom. This case study describes my experiences teaching an introductory general education history course using a flipped classroom approach. During the spring 2013 semester, I taught two sections of this course that met three times each week for 50 minutes over
the course of a 16-week term. The combined enrollment of the sections, both taught at the University of Central Florida, totaled 110 students.
