Swift, T. M., & Wilkins, B. J. (2014, June), A Partial Flip, A Whole Transformation:  Redesigning Sophomore Circuits  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--19973

\bibitem{asee_peer_19973}
  Swift, T. M., \& Wilkins, B. J. (2014, June), \emph{A Partial Flip, A Whole Transformation:  Redesigning Sophomore Circuits}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--19973

Theresa Mae Swift and Barbara Jean Wilkins.  "A Partial Flip, A Whole Transformation:  Redesigning Sophomore Circuits".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/19973 Internet.  08 May, 2024

\bibitem{asee_peer_19973}
  Theresa Mae Swift and Barbara Jean Wilkins.
  "A Partial Flip, A Whole Transformation:  Redesigning Sophomore Circuits".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/19973 Internet.  08 May, 2024

@INPROCEEDINGS{asee_peer_19973
author = "Theresa Mae Swift and Barbara Jean Wilkins"
title = "A Partial Flip, A Whole Transformation:  Redesigning Sophomore Circuits"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19973}
number = {10.18260/1-2--19973}
}

TY  - CPAPER
AB  -                        A Partial Flip, A Whole Transformation:                          Redesigning Sophomore Circuits        In order to introduce more skill building and problem solving exercises into the Circuitscurriculum, the second Circuits course, which focuses on circuits in the frequency domain, wasredesigned into a partially flipped class model with group activities and group problem solving.Changes were implemented in the course over a period of eighteen months resulting in a fullyredesigned course in early 2012. Since the spring of 2013 all sections of the course have beentaught using the new format, including both a summer section and a distance section.        By placing review material online in an easy-to-reach location, students can reviewforgotten material from prior courses in a “just-in-time” fashion for some topics in the Circuitscourse curriculum. New material is also placed online and students are required to view thismaterial before coming to class each day in order to be able to take part in group activities. Thisallows the students to review the new material repeatedly and pause the instruction when theyneed more time to understand a concept.         By facilitating student-centered learning, students are showing at least equal if notincreased success in the learning objectives. By requiring students to take ownership of theirown learning, they are better prepared to continue in more advanced courses. The materialremains available to students after they complete the Circuits course. This allows them to accessit as a review for other courses such as Electronics and Power and as a study aid for the FEexam.        Comparisons of in-class exam scores between the new format and the traditional formathave shown positive results. Overall pass rates are compared as well as end-of-courseadvancement exam scores. Student satisfaction survey data has been collected both fromstudents at the end of the course and from graduating seniors who have taken the course in aprior semester.
AU  - Theresa Mae Swift
AU  - Barbara Jean Wilkins
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - A Partial Flip, A Whole Transformation:  Redesigning Sophomore Circuits
UR  - https://peer.asee.org/19973
DO  - 10.18260/1-2--19973
ER  -