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A competency-based flipped classroom for a first year hands-on engineering design course

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Conference

2017 FYEE Conference

Location

Daytona Beach, Florida

Publication Date

August 6, 2017

Start Date

August 6, 2017

End Date

August 8, 2017

Conference Session

Issues in the First Year - Focus on Classroom Activities

Tagged Topic

FYEE Division - Paper Submission

Page Count

8

Permanent URL

https://peer.asee.org/29395

Download Count

67

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Paper Authors

biography

Shankar Ramakrishnan Arizona State University, Polytechnic campus

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Dr. Shankar Ramakrishnan received his PhD in Electrical Engineering from Arizona State University. He is part of the engineering education team in the Ira A. Fulton Schools of Engineering at Arizona State University. Currently he designs the curriculum for the freshman engineering program. He also designs and teaches engineering design courses in the first and sophomore years. His interests include active teaching methods and pedagogies for increased student motivation as well as encouraging innovative thinking through user-centered projects.

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Abstract

This paper presents the implementation and results from combining a specific flipped classroom technique with a competency-based learning approach. Results from the analysis of student performance on selected course objectives indicate improved student motivation to attempt the course objectives. Significant difference was also observed in the percentage of students that were able to successfully complete the selected course objectives. Strengths of this teaching method include greater overall student satisfaction with in-class assistance and competency-based assessment. Results also suggest an impact on mid-level and low achieving students leading to a higher overall class performance. Criticisms suggest simplification or emphasis on the workings of the system from time to time. The effect of this course delivery on different assessment formats is discussed, with recommendations on the type of assessments that are best suited for this method. Based on the analysis of the data collected, modifications for future offerings of the course are discussed. Overall, results suggest that a combination of competency-based assessment and flipped classroom approach is more effective in a first-year hands-on engineering design course than each of these individual styles of course delivery.

Ramakrishnan, S. (2017, August), A competency-based flipped classroom for a first year hands-on engineering design course Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. https://peer.asee.org/29395

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