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A Partial Flip, A Whole Transformation: Redesigning Sophomore Circuits

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Innovations in Electrical Engineering Courses

Tagged Division

Electrical and Computer

Page Count


Page Numbers

24.81.1 - 24.81.14



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Paper Authors


Theresa Mae Swift Missouri University of Science & Technology

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Theresa M. Swift is an assistant teaching professor in the department of electrical and computer engineering at Missouri University of Science and Technology. She teaches the sophomore circuits and introduction to electronic devices courses for ECE majors as well as a service course in circuits for other engineering disciplines on campus. She is a member of both the ECE curriculum committee and the curriculum committee for all engineering disciplines on the Missouri S&T campus. A member of both IEEE and ASEE, she is also a past-chair of the Midwest Section of ASEE.

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Barbara Jean Wilkins Missouri University of Science and Technology

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Barbara Wilkins is an instructional designer in educational technology at Missouri S&T. She supports faculty in the effective use of technology in the classroom as well as blended/online course development. Barb has a B.A. in history with a minor in mathematics and an M.S.T. in mathematics from the University of Missouri - Rolla, now Missouri S&T. In addition to her work in educational technology, she teaches college algebra for the Missouri S&T department of mathematics. Prior to joining S&T, she taught in a local high school, and at East Central College and Drury University, among other places. She has an interest in effective course redesign of STEM courses and gaming, and has used her skills from both fields to aid the redesign of courses from across many disciplines.

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A Partial Flip, A Whole Transformation: Redesigning Sophomore Circuits In order to introduce more skill building and problem solving exercises into the Circuitscurriculum, the second Circuits course, which focuses on circuits in the frequency domain, wasredesigned into a partially flipped class model with group activities and group problem solving.Changes were implemented in the course over a period of eighteen months resulting in a fullyredesigned course in early 2012. Since the spring of 2013 all sections of the course have beentaught using the new format, including both a summer section and a distance section. By placing review material online in an easy-to-reach location, students can reviewforgotten material from prior courses in a “just-in-time” fashion for some topics in the Circuitscourse curriculum. New material is also placed online and students are required to view thismaterial before coming to class each day in order to be able to take part in group activities. Thisallows the students to review the new material repeatedly and pause the instruction when theyneed more time to understand a concept. By facilitating student-centered learning, students are showing at least equal if notincreased success in the learning objectives. By requiring students to take ownership of theirown learning, they are better prepared to continue in more advanced courses. The materialremains available to students after they complete the Circuits course. This allows them to accessit as a review for other courses such as Electronics and Power and as a study aid for the FEexam. Comparisons of in-class exam scores between the new format and the traditional formathave shown positive results. Overall pass rates are compared as well as end-of-courseadvancement exam scores. Student satisfaction survey data has been collected both fromstudents at the end of the course and from graduating seniors who have taken the course in aprior semester.

Swift, T. M., & Wilkins, B. J. (2014, June), A Partial Flip, A Whole Transformation: Redesigning Sophomore Circuits Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--19973

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