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Assessing the Impact of a Flipped Classroom Approach in a Multidisciplinary Undergraduate Nanotechnology Course

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Multidisciplinary Efforts in Introductory Courses

Tagged Division

Multidisciplinary Engineering

Tagged Topic

Diversity

Page Count

12

DOI

10.18260/p.26318

Permanent URL

https://peer.asee.org/26318

Download Count

40

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Paper Authors

biography

Elena Nicolescu Veety North Carolina State University

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Elena Veety received the Ph.D. degree in electrical engineering from North Carolina State University, Raleigh, NC, in 2011. Her research focused on liquid crystal polarization gratings for tunable optical filters and telecommunications applications. Since 2011, she has been a Teaching Assistant Professor of Electrical and Computer Engineering at North Carolina State University.
Currently, she is the Assistant Education Director for the NSF Nanosystems Engineering Research Center for Advanced Self-Powered Systems of Integrated Sensors and Technologies (ASSIST).

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biography

Michael Escuti North Carolina State University

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Dr Michael Escuti is Associate Professor in the Department of Electrical and Computer Engineering at North Carolina State University. He earned his PhD'02 and MS'99 degrees at Brown University and BS'97 degree at Drexel University. He has taught a wide range undergraduate classes, including in circuits, electromagnetics, photonics, organic electronics and nanotechnology, and since 2010 serves as Chair of the ECE Course and Curriculum Committee.

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biography

Mehmet C. Ozturk North Carolina State University

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Mehmet C. Ozturk received his BS degree in Electrical Engineering from Bogazici University in Istanbul, Turkey in 1980. He received his MS degree from Michigan Tech in 1983 and his PhD degree from NC State University in 1988. Immediately after graduation, he joined the faculty in the Department of Electrical and Computer Engineering. Since 2008, Dr. Ozturk has been serving as the director of the NCSU Nanofabrication Facility, which operates as the central laboratory for the entire University. In 2012, he became the education and diversity director of the NSF sponsored ASSIST Nanosystems Engineering Research Center. In 2015, he has started serving as the deputy director of the same center. Dr. Ozturk’s research interests center around innovations in engineering education, nano-materials/processes and flexible energy harvesting technologies. In the ASSIST center, he is leading a research group working on thermoelectric energy harvesting for self-powered body wearable sensors for health and environmental monitoring. He was named a fellow of IEEE for his contributions in Si and SiGe Epitaxy and their applications in advanced MOS field effect transistors.

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Abstract

The course “Introduction to Nano Science and Technology” (E304) was designed to serve as the foundational course for a multidisciplinary minor program in Nano Science and Technology developed within the _____ Center. This is a multidisciplinary course listed under the College of Engineering, and therefore not belonging to any specific department. Students from any engineering discipline are encouraged to take this course to learn about nanotechnology in general as well as applications relevant to the specific disciplines.

The course provides a broad introduction to fundamental concepts of nano science and technology while emphasizing the multidisciplinary nature of the field. The impact of scaling on fundamental properties of matter is reviewed emphasizing unique properties that emerge as a result of scaling. This is followed by examples to showcase how different nano-concepts merge to create systems with unique functions and characteristics. Finally, applications in mechanics, electronics, heat transfer, fluidics, photonics, and biotechnology are covered, making the course relevant to students from a variety of backgrounds.

Because this course focuses on multidisciplinary applications of nanotechnology, we believe it to be uniquely suited for a flipped classroom format. The key concept in flipping this particular classroom is that lectures can be recorded by several professors who are experts in the various application areas. The recorded lectures can then be used in conjunction with targeted active learning sessions in the classroom. In this way, students benefit from the combined expertise and unique perspectives of faculty members from various academic departments. These perspectives are tied together through the in-class activities and assignments led by the course instructor.

The course instructor assumes the role of facilitator, having a broad understanding of the subject matter, without needing to be a content area expert in every possible application of nano science. In fact, the instructor can rotate semester-to-semester while maintaining uniformity in the course delivery.

This format paves the way for broader dissemination of this course to partner schools and community colleges who may be interested in offering a course in nano science and technology but do not have the local expertise in all of the application areas. The expert-recorded lectures and course materials can be packaged, and a local instructor having a general technical background can be trained to serve as facilitator.

This course has been taught every semester beginning in the Fall 2013 semester with full enrollment (approximately 60 students per semester). In the Fall 2015 semester, the flipped classroom concept was introduced for the first time. The learning objectives, course textbook, and range of topics covered have remained constant. In the flipped classroom, the lectures were recorded by several professors and posted online instead of being presented in class. The class time was then used for hands-on learning activities, group problem solving, and open discussion.

This paper will present the preliminary results of the impact of the flipped classroom approach. Aggregate data showing students’ achievement of the established learning outcomes in both the traditional and flipped classroom will be presented. Performance will be assessed by comparing responses to equivalent midterm and final examination questions. Self-reported data of the student experience from course evaluations will be compared semester-to-semester.

Veety, E. N., & Escuti, M., & Ozturk, M. C. (2016, June), Assessing the Impact of a Flipped Classroom Approach in a Multidisciplinary Undergraduate Nanotechnology Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26318

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