Poster Session

Flipping the Environment

Learning & Teaching Innovations    

Flipped classrooms are shifting the way teachers provide instruction by reversing the typical lecture and homework elements in a course. Using technology, lectures are moved out of the classroom and delivered online. In class, students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. This study reports on two environmental science classrooms where instruction was “flipped”. The students were surveyed to examine their perceptions of the flipped classroom and what they thought could be done to improve learning outcomes. Preliminary results reveal student satisfaction in the flipped classroom.


Goulet, Juliette   

Last year, Juliette Goulet successfully passed her defense examination for completion of her doctorate in Ecology, Evolutionary Biology and Behavior at the City University of New York (CUNY). Her research assessed how fine-scale changes modify the role that weather and climate have on the diversity, density and distribution of wintering landbird populations on both regional and local scales. She earned her Master’s of Science Degree in Ecology, Evolutionary Biology and Behavior from CUNY and her Bachelor’s of Science Degree from Rutgers University in Ecology and Natural Resource Management with a minor in Environmental Policy, Institutions and Behavior.

She is currently an instructor of Environmental Science at Brookdale Community College where she shares her love of the environment with her students and provides them with the scientific background needed to understand how the earth works and how humans influence natural systems. Juliette chose to “flip” her environmental science classroom when she felt that she was not meeting the needs of her students when she spent the majority of class lecturing. She flipped so that she could integrate technology into her teaching and use class time to answer questions about lecture content, test student skills in applying knowledge, have the students interact with one another in hands-on activities and to go outside where environmental science should be taught.