The urgent need for a worldwide workforce trained in gerontology (Silverstein, N. M., & Fitzgerald, K. G. (2017). Educating a new generation of professionals in agingworldwide. , , 1-4) has lead for a call by gerontology educators to employ creative, innovative, novel, and engaging pedagogy in gerontological education (Brown,P. P. (2016). From pedagogy to practice: Adventures in student engagement. 105-107; Niles-Yokum, K., & Howe, J. L. (2015). Making aging real through reflective teaching and learning strategies. , , 107-108; Siegal, B., & Kagan, S. (2012). Teaching psychological and social gerontology to millennial undergraduates. , 20-29). This article outlines a novel approach to teaching-combining the flipped classroom with project-based learning-that not only fosters deep learning but also fosters the development of skills applicable to real life. This article describes how to turn traditional lectures into online lectures to "flip" the classroom and also provides a guide for setting up project-based learning, providing suggestions for group formation, project topics, and examples of project contracts and evaluation sheets. When employed together, these powerful teaching tools can provide students with an active, participatory, class experience with the potential to inspire a lifelong interest in adult development and gerontology.
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