Baughman, J., & Hassall, L. M., & Jaramillo Cherrez, N. V., & Hagge, M. (2016, June), Flipping Engineering by Design  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26924

\bibitem{asee_peer_26924}
  Baughman, J., \& Hassall, L. M., \& Jaramillo Cherrez, N. V., \& Hagge, M. (2016, June), \emph{Flipping Engineering by Design}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26924

Jacqulyn Baughman, Lesya M. Hassall, Nadia V. Jaramillo Cherrez, and Mathew Hagge.  "Flipping Engineering by Design".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26924 Internet.  14 May, 2024

\bibitem{asee_peer_26924}
  Jacqulyn Baughman, Lesya M. Hassall, Nadia V. Jaramillo Cherrez, and Mathew Hagge.
  "Flipping Engineering by Design".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26924 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_26924
author = "Jacqulyn Baughman, Lesya M. Hassall, Nadia V. Jaramillo Cherrez, and Mathew Hagge"
title = "Flipping Engineering by Design"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26924}
number = {10.18260/p.26924}
}

TY  - CPAPER
AB  - Flipping Engineering by Design


 
Increasing student enrollment in engineering challenges consistent course delivery and quality of instruction. In order to address these, in mid- Fall 2014, the mechanical engineering department submitted a proposal to the university’s online innovation center seeking development and implementation funding for a flipped classroom. This proposal involved mechanical engineering’s critical chain of four required design courses. The high level of connectivity within these four required design courses is reflected in the course content, dependent nature of the required prerequisites, and accumulation of student knowledge as they move through mechanical engineering: introduction to engineering graphics, introduction to mechanical engineering design, two senior capstone design courses (mechanical systems design, multidisciplinary engineering design). Their combined enrollment is projected to grow by more than 10% annually. 

In late Fall 2014, the flipped classroom project was funded, a team was assembled, a research/work plan developed, and work begin in spring 2015. The flipped classroom project deliverables included online learning modules, industry-perspective videos, pre- and post-assessments for the teaching team (instructors and teaching assistants) and students, student focus groups assessment, senior capstone video assessment, and a plus/delta assessment at mid-term. The projected outcomes and impacts of this flipped classroom endeavor include: 1.) course content accessibility, consistency, and delivery efficiency, 2.) enhancement of mechanical engineering program, and 3.) development of crosscutting modules.

The paper will provide the resultant outcomes and impacts of the fall 2015 flipped classroom pilot implementation. The pilot included all six sections of mechanical engineering’s introduction to design course, involving over 250 students, 5 instructors, and 6 teaching assistants. As the first mechanical engineering design course in which students are introduced to and apply Design for Six Sigma (DFSS) tools, this course served as the anchor for the flipped classroom project. The development process, as well as the pre/post course flipped classroom structure will be outlined. Additionally, future implications for the university, college of engineering, and the mechanical engineering department will be also be examined.



AU  - Jacqulyn Baughman
AU  - Lesya M. Hassall
AU  - Nadia V. Jaramillo Cherrez
AU  - Mathew Hagge
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Flipping Engineering by Design
UR  - https://peer.asee.org/26924
DO  - 10.18260/p.26924
ER  -