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A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for all Engineering Majors

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Flipped Electrical and Computer Engineering Classrooms 1

Tagged Division

Electrical and Computer

Tagged Topic

Diversity

Page Count

23

Page Numbers

26.57.1 - 26.57.23

DOI

10.18260/p.23398

Permanent URL

https://peer.asee.org/23398

Download Count

46

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Paper Authors

biography

Steven G Northrup Western New England University

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Dr. Steven G. Northrup, an Associate Professor of Electrical and Computer Engineering at Western New England University, earned a BSEE from the University of Michigan, Ann Arbor, and an MSEE & Ph.D. from Vanderbilt University. Before attending Vanderbilt University, he worked in the defense industry in Whites Sands, NM and in the automotive electronics industry designing climate control systems for Ford Motor Company. At Western New England University, he teaches Intro to Engineering, circuits I & II, senior lab, and embedded controls courses. His research interests are robotics, embedded control systems, and teaching methodologies and effectiveness.

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biography

John J. Burke P.E. Western New England University

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John Burke received the B.S.E.E. degree from Northeastern University in 1984, and the M.S.E.E. degree from University of California at Los Angeles in 1986, and the Ph.D. degree from the University of Massachusetts Amherst, in 1993.

Dr. Burke joined the faculty of Western New England University (WNE) in 2000 and since 2004 he has been an assistant professor of electrical and computer engineering. Dr. Burke’s primary teaching interests are Electromagnetics, Physics of Semiconductor Devices, High Frequency Circuit Design, Antenna Design and Analog Electronics.

Prior to joining WNE, Dr. Burke was with the EM Observables Division of Mission Research Corporation (MRC) from 1995 to 2000. From 1992 to 1995, Dr. Burke was with the MacNeal-Schwendler Corporation (MSC) Corporation. From 1990 to 1992, Dr. Burke was with Compact Software as a senior research engineer. From 1987 to 1990, Dr. Burke was with the Microwave Electronics Laboratory at the University of Massachusetts. From 1984 to 1986, Dr. Burke was with the Hughes Aircraft Corporation.

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Abstract

A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for allEngineering MajorsThe use of technology that allows students to view lectures or concept modules outside theclassroom has become popular in recent years. The most straightforward and accepteddefinition of a flipped-classroom was given by Lage, Platt, and Treglia “Inverting the classroommeans that events that have traditionally taken place inside the classroom now take place outsidethe classroom and vice versa”1. While many professors and instructors have taken the approachto completely flip the classroom, where the lectures are recorded and the classroom activities arepractice problems and perhaps group learning, this paper presents a hybrid approach.Researchers have pointed out that students prefer in-person lectures to video lectures but alsoprefer interactive activity-based classes to lectures2. Therefore, the authors of this paper chose toimplement and assess a hybrid approach to the flipped-classroom model. Approximately 40% ofthe lectures were recorded with equal in class time afforded for problem solving and classdiscussions of problem solving approaches. The balance of the lecture time was allocated for atraditional lecture style. The time spent in lecture, however, was not a traditional lectureapproach. The lectures were interactive where students were required to participate in theproblem solving. The lecture classes were small enough, no more than 32 students perclassroom, to allow for instructor-student interaction.This paper presents a detailed discussion of the course delivery – how the classroom time wasallocated, how the laboratory time was allocated, and how technology was utilized. Formativeand summative assessment of student achievement of course outcomes are also presented withcomparison to historical assessment of the traditional classroom. Finally, formative andsummative student feedback is presented.References:[1] M.J. Lage, G.J. Platt, and M. Treglia. Inverting the classroom: A gateway to creating aninclusive learning environment. The Journal of Economic Education, 31(1):30–43, 2000.[2] J.L. Bishop and M.A. Verleger, “The Flipped Classroom: A Survey of the Research”, inProceedings of the 120th ASEE Conference & Exposition, June, 2013., Atlanta, GA

Northrup, S. G., & Burke, J. J. (2015, June), A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for all Engineering Majors Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23398

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015