In this work we present a peer-based Flipped Classroom model used by our UCSC School of Engineering Flipped Classroom teaching community. This model considers three essential components: technological resources for outside class learning, collaborative actitivites for inclass work, and a virtual learning environment to enrich the formative actions and strengthen asynchronous communications among the educational agents. We present application of this model to the Strength of Materials course of the Civil Engineering program and to the Programming Laboratory I of the Computer Science program. Our results show improvements in student performance and in teacher performance evaluations, where the use of emerging methodologies is positively valued. These results feed a virtuous cycle, as they turn out to be a motivating force for more faculty members to improve their practices and to incorporate active learning methodologies.
