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Flipped Instruction in Engineering Graphics Courses: Current Landscape and Preliminary Study Results of Instructors' Perceptions

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

June 29, 2016





Conference Session

Pedagogy and Learning Within Engineering Design Graphics II

Tagged Division

Engineering Design Graphics

Tagged Topic


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Paper Authors


Daniel P. Kelly North Carolina State University Orcid 16x16

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Daniel P. Kelly is a doctoral student in the Technology Education Program at North Carolina State University. Prior to his current position as a Graduate Research Assistant at NC State, Daniel was a middle and high school technology and engineering teacher in Durham and Wake Forest, North Carolina. Daniel has earned a BA in Physics from SUNY Potsdam and an MS in Technology Education from NC State. His thesis STEM Teacher Efficacy in Inverted Classrooms was awarded the William Everett Warner Graduate Student Research Award from Epsilon Pi Tau. Daniel is also a recipient of the Foundation for Technology and Engineering Educators/Maley Outstanding Graduate Student Award (2016). He is the author of the book Falling Down and founded the PUSH Initiative, a non-profit organization that raises funds for at-risk youth. Daniel’s current research explores the use of the flipped classroom instructional model and its impact on student and teacher efficacy.

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Aaron C. Clark North Carolina State University

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Aaron C. Clark is a Professor of Technology, Design, and Engineering Education within the College of Education, as well as the Director of Graduate Programs and Associate Department Head for the Department of Science, Technology, Engineering and Mathematics Education. He has worked in both industry and education. Dr. Clark's teaching specialties are in visual theory, 3-D modeling, technical animation, and STEM-based pedagogy. Research areas include graphics education, game art and design, scientific/technical visualization and professional development for technology and engineering education. He is a Principle Investigator on a variety of grants related to visualization and education and has focused his research in areas related to STEM curricula integration.

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Jeremy V. Ernst Virginia Tech

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Jeremy V. Ernst is an associate professor in the School of Education at Virginia Tech. He currently teaches graduate courses in STEM education foundations and contemporary issues in Integrative STEM Education. He is also a Fellow of the Institute for Creativity Arts and Technology at Virginia Tech. Jeremy specializes in research focused on dynamic intervention means for STEM education students categorized as at-risk of dropping out of school. He also has curriculum research and development experiences in technology, engineering, and design education.

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Kevin Gregory Sutton North Carolina State University

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Kevin Sutton is a graduate teaching assistant and doctoral student in the Technology, Engineering, and Design Education program at North Carolina State University. He teaches a variety of graphics communications courses and primary research interest is performance assessment in engineering graphics.

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Flipped Instruction in Engineering Graphics Courses: Current Landscape and Preliminary Study Results of Instructors’ Perceptions

This study investigates the perceptions of flipped classroom environment held by university-level engineering graphics instructors. The flipped, or inverted, classroom has gained traction as an acceptable instructional method as information and communications technologies (ICT) have attained near ubiquity in the modern classroom and Internet access is a general requirement in the majority of post-secondary courses. Understanding the perceptions of instructors within specific domains to determine best practices and issues pertaining to the implementation of flipped classrooms will inform the general body of research as to how this instructional model fits into the engineering graphics education.

An electronic survey was distributed to members of the 2014-2015 Engineering Design Graphics Division (EDGD) of the American Society for Engineering Education (ASEE). Analysis of survey responses shows largely consistent operational definitions of the flipped classroom with the majority of respondents believing the method is appropriate for undergraduate and masters level courses. Respondents also acknowledged that the flipped classroom might not be appropriate for all students or for all content areas. While a large majority of respondents reported being comfortable with the technology needed to flip the classroom, a significant number reported not being comfortable with the technology. Analysis for the rationale behind flipping engineering graphics courses revealed multiple motivations with large numbers of respondents reporting efficiency, more lab time, student engagement, and meeting differing learning styles as factors. Other factors such as cost and being mandated also emerged in the data. Respondents reported time, engagement, and interaction with students as benefits of flipping the classroom. Paradoxically, themes that were reported as beneficial were also reported as disadvantages to the classroom flip.

This study offers a snapshot of the current landscape of flipped classrooms and instructors’ perceptions of the instructional method in university engineering graphics courses. More study is needed based on the emergent themes from this research as well as student perceptions and outcomes. This study looks at the phenomenon of the flipped classroom in the domain of engineering graphics education. Comparison to other domains within engineering education may offer even greater insight and methods of positively driving best practice guidelines in the future.

Kelly, D. P., & Clark, A. C., & Ernst, J. V., & Sutton, K. G. (2016, June), Flipped Instruction in Engineering Graphics Courses: Current Landscape and Preliminary Study Results of Instructors' Perceptions Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26920

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