New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
As a student, the author was a product of the ExCEEd Teaching Model from long before it had that name: five colors of chalk, red clouds, lesson objectives, demonstrations, enthusiastic instructors, hot dogs, and RAFA tabs. Because of this inspiration, the author returned and practiced this teaching model as faculty member at XXXX for eight years, thoroughly enjoyed its application, and was recognized as an effective teacher. During his latter years at XXXX, he found, along with many of his colleagues that even though the students always rated classes and instructors employing the ExCEEd Teaching Model highly, many, if not most, of them were not retaining essential information from one course to the next. The best explanation for the students’ lack of retention was that they were only minimally engaged with the material. To rectify this issue we developed a variety of initiatives presented at ASEE including Problem Set Zero.
Based on these experiences and challenges, in 2014, after moving to YYY, the author chose to design two courses CE 203 Statics and CE206 Solid Mechanics by combining the principles of the ExCEEd Teaching Model with a flipped classroom environment for the deliberate purpose of increasing student direct engagement with the course material.
To present this experience, this paper begins with a review of the material retention challenges which motivated the course design, briefly summarizes both the ExCEEd Teaching Model and flipped classroom environment, and then describes how specific aspects of the course structure are mapped into both frameworks. For both courses, the organizational structure, instructional formats, exam formats, classroom assessment techniques, and grading plans are presented and explained.
Direct student engagement with material is assessed by comparing the number of problems worked by students in the traditional and modified approaches. Student perceptions of the courses are assessed through a survey and material retention through interviews with instructors in subsequent courses and by an F.E. style key topics quiz.
The paper concludes with future work plans and an offer to provide all course materials to any interested instructor.
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