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. 10.18260/1-2--32852

\bibitem{asee_peer_32852}
  Doyle, L., \& Nilsson, T. L. (2019, June), \emph{Flipping the Classroom - Do Student Learning Gains and Perceptions Vary Based on Gender?}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32852

Laura Doyle and Tonya Lynn Nilsson P.E..  "Flipping the Classroom - Do Student Learning Gains and Perceptions Vary Based on Gender?".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32852 Internet.  10 May, 2024

\bibitem{asee_peer_32852}
  Laura Doyle and Tonya Lynn Nilsson P.E..
  "Flipping the Classroom - Do Student Learning Gains and Perceptions Vary Based on Gender?".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32852 Internet.  10 May, 2024

@INPROCEEDINGS{asee_peer_32852
author = "Laura Doyle and Tonya Lynn Nilsson P.E."
title = "Flipping the Classroom - Do Student Learning Gains and Perceptions Vary Based on Gender?"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32852}
number = {10.18260/1-2--32852}
}

TY  - CPAPER
AB  - 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.

AU  - Laura Doyle
AU  - Tonya Lynn Nilsson P.E.
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Flipping the Classroom - Do Student Learning Gains and Perceptions Vary Based on Gender?
UR  - https://peer.asee.org/32852
DO  - 10.18260/1-2--32852
ER  -