Conference Session

PSW Section Meeting Papers - Disregard start and end time - for online paper access only

Collection

2019 Pacific Southwest Section Meeting

Authors

Benjamin Hawkins, Cal Poly, SLO; James Eason, Cal Poly San Luis Obispo

Tagged Topics

Pacific Southwest Section Meeting Paper Submissions

, and, if necessary, (iv)determine a quantitative response given a system input. At each step along this process, studentswill develop and implement a variety of analytical tools. This concept map is arrangedgraphically in Figure 2. Figure 1: Prerequisite knowledge and outcomes for BMED 310 Figure 2: Graphical map of concepts taught in BMED 310 in the framework of a problem- solving process.Developing these skills independently is possible but does not achieve the goal of connected theseparate “tools” across disciplines. One of the best ways to develop cross-disciplinary bridgesbetween disparate knowledge fields is through a multidisciplinary project.BackgroundThe backdrop for this

Conference Session

PSW Section Meeting Papers - Disregard start and end time - for online paper access only

Collection

2019 Pacific Southwest Section Meeting

Authors

He Shen, California State University, Los Angeles; Nancy Warter-Perez, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Ni Li, California State University, Los Angeles

Tagged Topics

Pacific Southwest Section Meeting Paper Submissions

to pre-class actives, in-class activities are much more flexible. Some commonindividual activities include polling (e.g., iClickers), gaming (e.g., Kahoot), concept maps,individual problem solving, one-minute paper/reflection, and so on. Some examples of groupactivities are think-pair-share, group problem solving, in-class projects, opinion line-up, sticky-note clustering, fishbowl, cumulative brainstorming, crowdsourcing, etc.. More details of in-classactive learning activities can be found in33. In addition to the basic components and structures, knowing the advantages and challenges offlipped classroom teaching is also helpful for instructors to maximize the positive effects andreduce the negative effects on students’ learning. This