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Facilitating Problem-Based Learning with an Inverted Classroom

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

NSF Grantees’ Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count


Page Numbers

26.752.1 - 26.752.10



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Paper Authors


Gregory S Mason Seattle University

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Gregory S. Mason was born and raised in Spokane Washington. He received the B.S.M.E. degree from Gonzaga University in 1983, the M.S.M.E. degree in manufacturing automation from Georgia Institute of Technology in 1984 and the Ph.D. degree in mechanical engineering, specializing in multi-rate digital controls, from the University of Washington in 1992.
He worked in a robotics lab for the Department of Defense for five years after receiving his M.S.M.E. He is currently an Associate Professor in the Department of Mechanical Engineering at Seattle University, Seattle, WA. His research interests are controls system and the use of technology to enhance engineering education.
Dr. Mason is a member of the American Society of Engineering Education and the Society of Manufacturing Engineers. He is a licensed professional engineer.

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Teodora Rutar Shuman Seattle University

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Teodora Rutar Shuman is an Associate Professor in the Mechanical Engineering Department at Seattle University. She has held titles of Paccar Professor and Department Chair, and is Affiliate Professor at the University of Washington. Her research includes NOx formation in lean-premixed combustion and electro-mechanical systems for sustainable processing of microalgae. Her work is published in venues including the Journal of Engineering Education, IEEE Transactions on Education, Bioresource Technology, Proceedings of the Combustion Institute, and Combustion and Flame. She is a member of the American Society of Engineering Education and the Algae Biomass Organization. Dr. Shuman serves as Program Chair for the ASEE Energy Conversion and Conservation Division this year.

She received a Dipl.Ing. degree in mechanical engineering from Belgrade University in 1992, an M.S.M.E. from the University of Washington in 1994 and a Ph.D. from the University of Washington in 2000.

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Yen-Lin Han Seattle University

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Kathleen E. Cook

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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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