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Evaluating a Flipped Lab Approach in a First-Year Engineering Design Course

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

First-Year Programs: Wednesday Potpourri

Tagged Division

First-Year Programs

Page Count

18

Permanent URL

https://peer.asee.org/28300

Download Count

16

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Paper Authors

biography

Jack Bringardner New York University, Tandon School of Engineering

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Jack Bringardner is an Assistant Professor in the First-Year Engineering Program at NYU Tandon School of Engineering. He studied civil engineering and received his B.S. from the Ohio State University and his M.S and Ph.D. at the University of Texas at Austin. His primary focus is developing curriculum and pedagogical techniques for engineering education, particularly in the Introduction to Engineering and Design course at NYU. He has a background in Transportation Engineering and is affiliated with the NYU Civil and Urban Engineering department.

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biography

Yona Jean-Pierre New York University, Tandon School of Engineering

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Yona Jean-Pierre is the Director of Faculty Innovations for Teaching and Learning (FITL) at NYU Tandon School of Engineering. She received her Bachelor of Arts in Mathematics and Philosophy from the University of Rochester and her Master of Science in Mathematics from NYU Tandon School of Engineering (Formerly known as Polytechnic University). She manages the FITL Center, which encourages and promotes innovative teaching strategies and technologies for learning. The Center provides faculty with training on new classroom technologies, access to technologies and resources, opportunities for research and design, and collaboration on educational and technological projects. Ms. Jean-Pierre has taught Mathematics, Problem- Solving and Academic Success Seminars at Polytechnic University and Columbia University. In addition to her experience in academia, Ms. Jean-Pierre has practical experience in developing online technology and multimedia products having worked in corporate positions at Google Inc. and iVillage Inc.

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Abstract

This complete research paper will investigate the continuation of a flipped classroom initiative to develop a series of instructional videos for laboratory and design project skills at New York University. Previously, a video was created to assist with prototyping and wiring a breadboard for a lab experiment. The next video in the series is part one of a two part sequence on the engineering design process. Over the last three semesters 3D printing and computer-aided design (CAD) have been integrated into the course design project. Part one of the video uses the first half of the engineering design process to 3D model a potential print to help with the course project. The second half of the video will document printing the part and completing the rest of the engineering design process cycle. The investigators wish to study the effectiveness of the video and use this analysis to plan the next steps for continuing the video instruction initiative. The goal for these videos is to provide all students with a fundamental background to get started on their projects and laboratory exercises. Students are required to watch the videos throughout the semester and this is enforced through a quiz administered at the beginning of the lab session each week – currently, there are only two lab quizzes based on videos, but all labs have a quiz. With the background provided by the video, the researchers aim to increase the creativity in student solutions and encourage their implementation of a systematic engineering design process.

Bringardner, J., & Jean-Pierre, Y. (2017, June), Evaluating a Flipped Lab Approach in a First-Year Engineering Design Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28300

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