June 14, 2015
June 14, 2015
June 17, 2015
Energy Conversion and Conservation
26.58.1 - 26.58.16
A Hybrid Flipped Classroom Approach to Teaching Power Electronics to Electrical Engineering Students(…) University is the only educational institution that offers engineering and technology degreesin the western part of the state which is home to major national and international engineering-related companies. As the power industry has a significant share among these companies and isbecoming one of the major recruiters of our graduates in the Department of Engineering andTechnology at (…) University, developing an emphasis in electric power engineering plays avital role in educating the next generation of the region’s power industry workforce.To that end, a curriculum development effort was planned and is projected to train, prepare forresearch, and educate the students enrolled in the Department of Engineering and Technology forcareers in the power industry. The curriculum includes three fundamental power engineeringcourses: 1. Electric Power Systems 2. Power Electronics 3. Electrical Machines and DrivesThe first two courses have been developed and implemented under the guidance of theConsortium of Universities for Sustainable Power (CUSPTM) at University of Minnesota.This paper describes in detail the first two pilot implementations of the Power Electronics coursefor Electrical Engineering (EE) undergraduates and presents its assessment results.The pedagogical concept that was used is called “Flipped Classroom Pedagogy” in which activestudent engagement is facilitated through on-line pre-recorded lectures. To enhance this concept,a hybrid approach to the traditional lecture was applied. In this approach, students are exposed toboth on-line and face-to-face lecture methods. In addition, this approach included a short onlinequiz through BlackboardTM before each course module and a short quiz at the start of classsession after each course module to improve student participation. In fact, a 2010 U.S.Department of Education report1 concluded that “Instruction combining online and face-to-faceelements had a larger advantage relative to purely face-to-face instruction than did purely onlineinstruction”.Finally, end of year surveys were conducted to evaluate the overall course and the facultyperformance as well as the sustainability of the established course concept.Bibliography1. Barbara Mean, Yukie Toyama, Robert Murphy, Marianne Bakia and Karla Jones "Evaluation of Evidence- Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies," U.S. Department of Education Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service. Revised September 2010.
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