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Accountability in the Flipped Classroom: Student-Generated Pre-Lecture Concept Reflections

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Materials Division Technical Session 2

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Brittany B. Nelson-Cheeseman University of St. Thomas

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Brittany Nelson-Cheeseman is an Assistant Professor in the School of Engineering at the University of St. Thomas in St. Paul, MN. She received her B.S. in Materials Science and Engineering from the University of Wisconsin - Madison, and her M.S. and Ph.D. in Materials Science and Engineering with a Designated Emphasis in Nanoscale Science and Technology from the University of California - Berkeley. She was also a post-doctoral researcher at Argonne National Lab in the Materials Science Division, working in the Center for Nanoscale Materials.

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Kate Laura Steuer University of St. Thomas

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When instructors first flip their classroom, many quickly come to the stark realization that they must employ some mechanism to hold students accountable for coming to class prepared. Often this ends up taking the form of a daily quiz on the out-of-class preparatory material. While this typically achieves the intended goal of extrinsically motivating the students to do their pre-lecture preparation, these quizzes bring their own challenges, such as student resentment, test anxiety, and dealing with student absences or sickness.

This paper presents an additional assessment mechanism, student-generated pre-lecture Concept Reflections (CRs), to be paired with a daily quiz to address many of the challenges commonly encountered with daily quizzes. First, the CR setup is presented, including student examples. Next, 441 student-generated CRs and a student survey are analyzed in a variety of ways to better understand how the students engage with the CR format.

Not only are the challenges inherent to daily quizzes virtually eliminated by the complementary use of CRs, but a host of additional benefits emerge for the students’ learning. These benefits can be categorized under three main areas: stimulating intrinsic motivation and curiosity, enhancing cognition and memory, and developing metacognition and self-regulated learning. Finally, as an added side benefit, the instructor reaps a plethora of new analogies and examples to share with the class and future classes to aid understanding and retention of course concepts.

Nelson-Cheeseman, B. B., & Steuer, K. L. (2016, June), Accountability in the Flipped Classroom: Student-Generated Pre-Lecture Concept Reflections Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26496

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