Yan, J., & Li, L. (2024, June), Board 183: A Case Study of AFL Models on Factors of Engaged Learning in STEM Education  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46747

\bibitem{asee_peer_46747}
  Yan, J., \& Li, L. (2024, June), \emph{Board 183: A Case Study of AFL Models on Factors of Engaged Learning in STEM Education}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/46747

Jing Yan and Lin Li P.E..  "Board 183: A Case Study of AFL Models on Factors of Engaged Learning in STEM Education".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46747 Internet.  30 Jul, 2024

\bibitem{asee_peer_46747}
  Jing Yan and Lin Li P.E..
  "Board 183: A Case Study of AFL Models on Factors of Engaged Learning in STEM Education".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46747 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_46747
author = "Jing Yan and Lin Li P.E."
title = "Board 183: A Case Study of AFL Models on Factors of Engaged Learning in STEM Education"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46747}
}

TY  - CPAPER
AB  - With Active Flipped Learning (AFL) model, some STEM instructors and education instructors at HBCUs provided instructional video, audio, lecture notes, and reading materials while initiating active learning activities in class to engage students in active flipped learning. By monitoring students’ engagement, instructors formulated a custom-tailored plan to fit each under-representative student in STEM. After practicing the longitudinal research for three years, some results were found during the procedure. The AFL model is effective in improving the performance of under-represented students in various science disciplines, including engineering, physics, and mathematics. It helps foster a deep understanding of STEM disciplines among these students, encourages them to engage more in STEM learning, and eventually leads to personalized data-driven learning in STEM education for them.
AU  - Jing Yan
AU  - Lin Li P.E.
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 183: A Case Study of AFL Models on Factors of Engaged Learning in STEM Education
UR  - https://peer.asee.org/46747
ER  -