Thomas, S. J., & Budnik, M. M. (2017, June), Can a First-year Professor be More Successful with a Flipped Classroom than with a Traditional Classroom?  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28001

\bibitem{asee_peer_28001}
  Thomas, S. J., \& Budnik, M. M. (2017, June), \emph{Can a First-year Professor be More Successful with a Flipped Classroom than with a Traditional Classroom?}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28001

Stewart J. Thomas and Mark M. Budnik.  "Can a First-year Professor be More Successful with a Flipped Classroom than with a Traditional Classroom?".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28001 Internet.  23 Apr, 2024

\bibitem{asee_peer_28001}
  Stewart J. Thomas and Mark M. Budnik.
  "Can a First-year Professor be More Successful with a Flipped Classroom than with a Traditional Classroom?".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28001 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_28001
author = "Stewart J. Thomas and Mark M. Budnik"
title = "Can a First-year Professor be More Successful with a Flipped Classroom than with a Traditional Classroom?"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28001}
number = {10.18260/1-2--28001}
}

TY  - CPAPER
AB  - We assessed the impact of the flipped classroom model on a first year faculty member’s performance.  In the fall semester, the first year faculty member was responsible for teaching two sections of a junior-level, required class: ECE-360 / Signals and Systems (3 credits).  The class has historically been taught in a traditional lecture format.  In the spring semester, the first year faculty member was responsible for teaching two sections of another junior-level, required class:  ECE-322 / Embedded Microcontrollers (3 credits). The class has historically been taught in a flipped format.  First, the first year faculty member’s student performance on the ECE-360 (traditional format) and ECE-322 (flipped format) final exams were compared. Our results show that the first year faculty member’s student performance moved from a uniform distribution (traditional format) to a truncated normal distribution with a higher mean (flipped format). Second, the first year faculty member’s student performance on the two final exams was compared with previous years’ student performance. Our results show that the first year faculty member’s student performance in ECE-360 (traditional format) were more poorly distributed with a lower mean than previous years. However, in ECE-322 (flipped format) the first year faculty member’s student performance distribution and mean were commensurate with performance from previous years. Third, student surveys and faculty interviews were conducted. From our analysis, we find strong quantitative and qualitative evidence that the first year faculty member was more successful teaching in a flipped mode classroom. Additionally, the improvements in student performance seen in the flipped classroom required less preparation on the part of the first year faculty member, leading to higher levels of faculty and student satisfaction.
AU  - Stewart J. Thomas
AU  - Mark M. Budnik
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Can a First-year Professor be More Successful with a Flipped Classroom than with a Traditional Classroom?
UR  - https://peer.asee.org/28001
DO  - 10.18260/1-2--28001
ER  -