June 14, 2015
June 14, 2015
June 17, 2015
NSF Grantees Poster Session
26.752.1 - 26.752.10
Facilitating Problem-Based Learning with an Inverted ClassroomThis poster will contain materials associated with NSF grant “Facilitating Problem-BasedLearning with an Inverted Classroom” awarded to --------- on October 1, 2013 for a two-yearperiod. The objective of this project is to develop an instructional framework that promotes self-directed learning and enhances problem-solving skills in undergraduate engineering studentswithout sacrificing knowledge of fundamental engineering principles. The instructionalframework will use an Inverted Classroom (IC) to facilitate Problem-Based Learning (PBL).The instructional framework will be created through collaboration between faculty in mechanicalengineering and psychology, and evaluated by academic partners from other institutions. Tofacilitate an IC, material traditionally covered in a lecture format will be moved outside of classtime, developed for an on-line format, and made available in an online repository of learningresources. PBL will use authentic engineering problems co-developed with industrial partnersfrom medical device, HVAC and process industries; problems will be evaluated by the academicpartners. A variety of resources will be available to address the varied learning styles of thestudents.The framework will be implemented in a Heat Transfer course that will be offered in traditionalclassroom (control) and IC-PBL (treatment) settings. Student self-directed learning andproblem-solving skills in the two settings will be compared for their performance on designproblems, exams, heat and energy concept inventory, and several rubrics.This poster will describe the process in detail and will include accomplishments from the firstyear of the grant, including: Description of two unique design projects and assessment methods applied in the traditional setting at mid and end of term. List and timeline for administering assessment tools for students’ understanding of content, i.e., quizzes, tests, and the Heat and Energy Concept Inventory (HECI). Description of new assessment tools for students’ understanding, interest, commitment, liking, identification, confidence and efficacy, applied end-of-term: New tool to discern students’ understanding of real-world engineering activities. New tool to measure students’ interest in, commitment to, liking in, and identification with engineering programs and careers. New tool to measure students’ confidence and efficacy in their engineering skills. Description of authentic PBL problems for IC.
Mason, G. S., & Shuman, T. R., & Han, Y., & Cook, K. E. (2015, June), Facilitating Problem-Based Learning with an Inverted Classroom Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24089
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