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Assessing the Impact of the Flipped Classroom Approach on Underrepresented Students

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2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference


Crystal City, Virginia

Publication Date

April 29, 2018

Start Date

April 29, 2018

End Date

May 2, 2018

Conference Session

Undergraduate Track - Technical Session VII

Tagged Topics

Diversity and Undergraduate Education

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Paper Authors


Laura E. Sullivan-Green San Jose State University

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Dr. Laura Sullivan-Green is an Associate Professor in Civil and Environmental Engineering at San José State University. She obtained her BS from the University of Dayton (Dayton, OH) in 2002 and her MS (2005) and Ph.D. (2008) from Northwestern University (Evanston, IL). She teaches in the areas of Geotechnical Engineering, Engineering Mechanics, and History of Technology. Her research interests include evaluating crack age in construction materials, forensic engineering education, and engineering education pedagogy. She serves on the SJSU Academic Senate and the Forensic Engineering Division of the American Society of Civil Engineers. Laura is the co-PI for the Department of Education’s First in the World Grant awarded to San José State University, in partnership with Cal Poly Pomona and California State University- Los Angeles.

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A consortium of three California State Universities (CSUs)—San Jose State University, CSU-Los Angeles, and Cal Poly Pomona-- have a four-year grant from the U.S Department of Education under the First-in-the-World (FITW) program. SJSU was one of 17 Colleges, Universities, and Organizations selected from more than 300 submitted applications. As part of SJSU’s Four Pillars of Student Success, university leaders are focused on clearing course bottlenecks. Surveys of students revealed that a major challenge to success is course bottlenecks – impasses where they cannot enroll in a course they need to make progress toward their degrees, or when they cannot successfully complete a course and move forward. To address the course bottlenecks at our three CSU campuses, we have been working on implementing the flipped classroom approach in eight different STEM courses in each of our three campuses. All three campuses have high numbers of under-represented students and URM students are over-represented among the students who receive low grades in our target courses. This presentation will discuss the impact of our curricular changes thus far. In addition, we will focus on the success rates of the flipped classroom approach on students with different ethnicities.

Sullivan-Green, L. E. (2018, April), Assessing the Impact of the Flipped Classroom Approach on Underrepresented Students Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. 10.18260/1-2--29516

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