Holdhusen, M. H. (2015, June), A “Flipped” Statics Classroom  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23356

\bibitem{asee_peer_23356}
  Holdhusen, M. H. (2015, June), \emph{A “Flipped” Statics Classroom}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23356

Mark H. Holdhusen.  "A “Flipped” Statics Classroom".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23356 Internet.  03 Apr, 2024

\bibitem{asee_peer_23356}
  Mark H. Holdhusen.
  "A “Flipped” Statics Classroom".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23356 Internet.  03 Apr, 2024

@INPROCEEDINGS{asee_peer_23356
author = "Mark H. Holdhusen"
title = "A “Flipped” Statics Classroom"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23356}
number = {10.18260/p.23356}
}

TY  - CPAPER
AB  -                               A “flipped” statics classroomMany courses across the curriculum in secondary and post-secondary education are moving tothe so-called flipped classroom. In the flipped classroom model students survey the coursecontent online before class then class time is spent discussing and solving problems with theguidance of the instructor. The theory of the flipped classroom is that students are activelyengaged during class with the instructor and other students, thus increasing comprehension of thecourse material. This paper considers a flipped classroom in a university calculus-basedengineering statics course. The specific structure of this class was to place recorded videos oflectures, as well as videos of solved problems, online for students to view prior to attendingclass. Class time was then devoted to a combination of instructor-guided problem solving aswell as student-lead problem solving. The intention of this approach was to move the conceptderivations (which students often discount) out of class time and replace it with more exampleproblems that students directly work to solve with instructor support. The expectation is thatstudents will have more confidence and success in solving statics problems in the future. Thisresearch considered in this paper occurred over the course of two semesters with two distinctgroups of students. Both qualitative and quantitative assessments were completed during bothsemesters including student performance on Fundamentals of Engineering exam questions,student surveys, and instructor observations. Modifications were made to the delivery of thecourse both mid-semester and between semesters based on the results of these assessments. Theresults of these assessments, as well as the ultimate framework of course, are detailed in thispaper.
AU  - Mark H. Holdhusen
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - A “Flipped” Statics Classroom
UR  - https://peer.asee.org/23356
DO  - 10.18260/p.23356
ER  -