US News & World Report examines the topic of flipped classrooms in STEM courses. A recent pilot program at Villanova University in Villanova, Pennsylvania, which was flipping engineering courses found that “the bottom third of students’ grades were more than 10 percent higher than in a traditional classroom and more than 3 percent higher for the class as a whole.” According to Randy Weinstein, associate dean for academic affairs for Villanova University’s College of Engineering, both Villanova students and faculty were initially resistant to the idea of a flipped classroom because they felt there would be more work involved. However, “As time went on, both students and faculty warmed up to the idea. As students learned the material more quickly and deeply, they spent less time watching lectures – which usually spanned about 15 to 20 minutes – as well as less time working on homework and cramming for exams.”