Combining Flipped Classroom and Integrating Entrepreneurially Minded Learning in DC Circuit Analysis and Design Course

Jing Guo; John M. Santiago; Pamela Allison Phillips

Download Paper | Permalink

Conference: 2019 ASEE Annual Conference & Exposition
Location: Tampa, Florida
Publication Date: June 15, 2019
Start Date: June 15, 2019
End Date: June 19, 2019
Conference Session: Entrepreneurship & Engineering Innovation Division Technical Session 8
Tagged Division: Entrepreneurship & Engineering Innovation
Page Count: 16
DOI: 10.18260/1-2--32517
Permanent URL: https://peer.asee.org/32517
Download Count: 450

Request a correction

Paper Authors

biography

Jing Guo Colorado Technical University

visit author page

Dr. Jing Guo is a Wireless Device Applications Engineer at Keysight Technologies and an adjunct professor at Colorado Technical University (CTU) . She was a Professor in Engineering Department at Colorado Technical University. She has 14 years of teaching experience at the university level and taught over 30 different undergraduate and graduate courses in Electrical and Computer Engineering area.

visit author page

biography

John M. Santiago Jr. Freedom Institute of Technology

visit author page

Professor John Santiago has been a technical engineer, manager, and executive with more than 26 years of leadership positions in technical program management, acquisition development and operation research support while in the United States Air Force. He currently has over 18 years of teaching experience at the university level and taught over 40 different graduate and undergraduate courses in electrical engineering, systems engineering, physics and mathematics. He has over 30 published papers and/or technical presentations while spearheading over 40 international scientific and engineering conferences/workshops as a steering committee member while assigned in Europe. Professor Santiago has experience in many engineering disciplines and missions including: control and modeling of large flexible space structures, communications system, electro-optics, high-energy lasers, missile seekers/sensors for precision guided munitions, image processing/recognition, information technologies, space, air and missile warning, missile defense, and homeland defense.

His interests includes: interactive multimedia for e-books, interactive video learning, and 3D/2D animation. Professor Santiago recently published a book entitled, “Circuit Analysis for Dummies” in 2013 after being discovered on YouTube. Professor Santiago received several teaching awards from the United States Air Force Academy and CTU. In 2015, he was awarded CTU’s Faculty of the Year for Teaching Innovations. Professor Santiago has been a 12-time invited speaker in celebration of Asian-Pacific American Heritage Month giving multi-media presentations on leadership, diversity and opportunity at various military installations in Colorado and Wyoming.

visit author page

author page

Pamela Allison Phillips Colorado Technical University

Download Paper | Permalink

Abstract

The student body at xxx University consists mostly of adult learners. The majority students in the College of Engineering (CoE) work full-time. The college successfully developed and implemented a program curriculum which is designed for the working adult and are eleven weeks long. The CoE observed that active learning supported the non-traditional students’ in learning the course material. Like the active-learning approach, the flipped classroom approach also targets higher-levels of thinking [1]. The flipped classroom helped students determining knowledge, stimulating curiosity, and fostering engagement. Applying the flipped classroom approach in different course sequences also served as the first step to convert the face-to-face course for online delivery in the future. The method had been applied in CoE’s EE110, Introduction to Engineering, developed for fully online delivery. [1].

Engineers need to solve challenging and complex real world problems. In recent years, more universities and faculty are engaged in incorporating entrepreneurial minded learning (EML) into the engineering curriculum. “EML is not about start-ups, it is about thinking creatively and creating value for society” [2]. Since it is not easy for students to build up entrepreneurial skills within one course or a couple of courses, the CoE decided to embed entrepreneurial skills in engineering learning activities throughout the program curriculum from lower level courses to higher level courses. By this way, students will have the opportunity to develop and build up their entrepreneurial mindset. Having students be introduced to EML earlier will prepare them to integrate the skills better in their later courses. Sophomore level course EE221 DC Circuit Analysis is the first circuit course in Electrical and Computer Engineering Program. CoE decided to embed EML in the course along with other courses in the program. Course EE221 has lecture and lab sections. The paper reviews the CoE’s experience and preliminary results of combining the flipped classroom and embedding EML in the course. The traditional lectures were replaced by flipped classroom method. And the original labs were modified to incorporate EML components. The preliminary results showed positive feedback.

Citation
Format

Guo, J., & Santiago, J. M., & Phillips, P. A. (2019, June), Combining Flipped Classroom and Integrating Entrepreneurially Minded Learning in DC Circuit Analysis and Design Course Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32517

TY - CPAPER
AB - The student body at xxx University consists mostly of adult learners. The majority students in the College of Engineering (CoE) work full-time. The college successfully developed and implemented a program curriculum which is designed for the working adult and are eleven weeks long. The CoE observed that active learning supported the non-traditional students’ in learning the course material. Like the active-learning approach, the flipped classroom approach also targets higher-levels of thinking [1]. The flipped classroom helped students determining knowledge, stimulating curiosity, and fostering engagement. Applying the flipped classroom approach in different course sequences also served as the first step to convert the face-to-face course for online delivery in the future. The method had been applied in CoE’s EE110, Introduction to Engineering, developed for fully online delivery. [1].

Engineers need to solve challenging and complex real world problems. In recent years, more universities and faculty are engaged in incorporating entrepreneurial minded learning (EML) into the engineering curriculum. “EML is not about start-ups, it is about thinking creatively and creating value for society” [2]. Since it is not easy for students to build up entrepreneurial skills within one course or a couple of courses, the CoE decided to embed entrepreneurial skills in engineering learning activities throughout the program curriculum from lower level courses to higher level courses. By this way, students will have the opportunity to develop and build up their entrepreneurial mindset. Having students be introduced to EML earlier will prepare them to integrate the skills better in their later courses. Sophomore level course EE221 DC Circuit Analysis is the first circuit course in Electrical and Computer Engineering Program. CoE decided to embed EML in the course along with other courses in the program.
Course EE221 has lecture and lab sections. The paper reviews the CoE’s experience and preliminary results of combining the flipped classroom and embedding EML in the course. The traditional lectures were replaced by flipped classroom method. And the original labs were modified to incorporate EML components. The preliminary results showed positive feedback.

AU - Jing Guo
AU - John M. Santiago Jr.
AU - Pamela Allison Phillips
CY - Tampa, Florida
DA - 2019/06/15
PB - ASEE Conferences
TI - Combining Flipped Classroom and Integrating Entrepreneurially Minded Learning in DC Circuit Analysis and Design Course
UR - https://peer.asee.org/32517
DO - 10.18260/1-2--32517
ER -