Undergraduate engineering classrooms are experiencing changes as we strive to improve curriculum outcomes and develop students to meet the future challenges. Two important issues that face us are changing educational philosophies and techniques and the outcome requirements of ABET. Educational philosophies push us to consider a learner-centered approach over an instructor-centered teaching style. Research shows that students learn best when taught according to their particular learning style

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... t may be dependent, collaborative, or independent. ABET has established the eleven program outcomes that all accredited programs must attain. Key to this paper is the professional skill of the "ability to engage in life-long learning." The professor as the lecturer has dominated the typical engineering classroom, but the challenges above push us to active learning approaches where faculty are facilitators and students are much more involved in their own learning. The "flip" or inverted classroom model requires that material typically taught in lectures will be moved outside the classroom and additional active learning scenarios are integrated into class times for improved learning. This model transfers much learning responsibility to the students and develops necessary skills for life-long learning. This paper looks at how this teaching model has been applied into undergraduate electrical engineering classes. Course modifications will be discussed, and qualitative and quantitative analysis of the courses provided for outcome analysis and continual course improvements. The results from this classroom model have been positive and will be discussed. However, there are also some cautions that will be discussed to improve dissemination of this model into additional learning environments.