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Flipping the Classroom - Do Student Learning Gains and Perceptions Vary Based on Gender?

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Tales from the Flip Side

Tagged Division

Civil Engineering

Tagged Topic

Diversity

Page Count

14

Permanent URL

https://peer.asee.org/32852

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Paper Authors

biography

Laura Doyle Santa Clara University

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Dr. Laura Doyle is a lecturer in the Civil Engineering Department at Santa Clara University where she teaches undergraduate courses in civil engineering. Before coming to SCU, Laura was a post doctoral scholar for the John Muir Institute of the Environment at University of California, Davis where she used multi-dimensional models to examine water quality of the San Francisco Bay Delta system. She earned her masters and doctoral degrees in environmental fluid mechanics at UC Davis

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biography

Tonya Lynn Nilsson P.E. Santa Clara University

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Tonya Nilsson is a Senior Lecturer in Civil Engineering at Santa Clara University (SCU), where she actively participates in faculty pedagogy training. Prior to joining SCU, Tonya was an Associate Professor at CSU - Chico. Tonya proudly serves as a Mentor, Facilitator and Master Teacher for the ASCE ExCEEd Teaching Workshops

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Abstract

This work expands previous work (Doyle and Nilsson, 2016) on the impact that pedagogical changes, including a hybrid flipped classroom, have on student engagement and retention of material in engineering statics. During two academic years (2015-2016 and 2017–2018), data were collected from eight total engineering statics sessions. The data set includes prerequisite grades, final statics grades, scores from pre- and post-statics concept inventory and a post-course survey administered via google forms. The additional data collected during 2017-2018 provides a more robust data set to draw conclusions on the effectiveness of the pedagogical changes. The data show underrepresented minorities (females) are more engaged in the material with the hybrid flipped classroom, and more importantly, make greater gains in knowledge compared to their male counterparts. Across all data, female students concept inventory scores show greater gains from pre- to post- course. Female students (n = 36) increase concept inventory score by 138% compared to an increase of 77% by male classmates (n = 90). The value of active pedagogies was reinforced as 58% of all students stated that this course ’increased’ or ‘greatly increased’ their interest in engineering with a greater percentage of females indicated the course ‘greatly increased’ their interest in engineering. Results from this study are of particular interest as engineering programs strive to retain all students, especially underrepresented minorities, and to increase diversity and inclusion in engineering. An unexpected result of this work was the reinforcement of the need for targeted faculty development in the implementation of active-learning methodologies to insure the method has the intended effect on student learning and engagement.

Doyle, L., & Nilsson, T. L. (2019, June), Flipping the Classroom - Do Student Learning Gains and Perceptions Vary Based on Gender? Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32852

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