Collection

2014 ASEE Zone 4 Conference

Authors

Loukas Lazos; Elmer Grubbs

, which involves flipping the classroom and providing systematic TAs andULAs assistance in a laboratory setting to increase student involvement in the educationalprocess. We have shown that the techniques described here have increased student learning,retention, and engagement. We have also briefly described future steps for further improvingstudent learning, which we are implementing in the next several semesters.Bibliography1. Noonoo, Stephen, “Flipped Learning Founders Set the Record Straight,” T.H.E Journal, 20 June 2012, http://thejournal.com/articles/2012/06/20/flipped-learning-founders-q-and-a.aspx.2. D2L, Desire2Learn website, http://d2l.arizona.edu3. AAU STEM initiative website http://www.aau.edu/policy/article.aspx?id=12588

Collection

2014 ASEE Zone 4 Conference

Authors

Carlye Lauff; Joanna Weilder-Lewis; Kevin O'Connor; Daria Kotys-Schwartz; Mark Rentschler

work at school and in professional design practice, Cultures of Computing, Susan Leigh Star (Ed.) London: Basil Blackwell.14. Nguyen, D. Q. (1998). The essential skills and attributes of an engineer: A comparative study of academics, industry personnel and engineering students. Global Journal of Engineering Education, 2, 1, 65–76.15. Orr, J. (1996). Talking about machines: An ethnography of a modern job. Cornell University Press, Ithaca, N.Y.16. Knight, D., Sullivan, J., Louie, B. (2007). Expanding understanding of first-year engineering student retention and team effectiveness through social styles assessment. In Proceedings of the ASEE Annual Conference and Exposition.17. Hutchins. (1995). Cognition in the wild

Collection

2014 ASEE Zone 4 Conference

Authors