June 24, 2017
June 24, 2017
June 28, 2017
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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