Flipping the Classroom to Create a Student-Centered Learning Environment in Three Undergraduate Civil Engineering Courses

Amie Baisley; Keith D. Hjelmstad

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Committee on Effective Teaching Presents: Creativity
Tagged Division: Civil Engineering Division (CIVIL)
Page Count: 15
DOI: 10.18260/1-2--43725
Permanent URL: https://peer.asee.org/43725
Download Count: 95

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Paper Authors

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Amie Baisley University of Florida

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I am currently an Instructional Assistant Professor at the University of Florida teaching primarily 2nd year mechanics courses. My teaching and research interests are alternative pedagogies, mastery-based learning and assessment, student persistence in their first two years, and faculty development.

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biography

Keith D. Hjelmstad Arizona State University, Polytechnic Campus

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Keith D. Hjelmstad is President's Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University.

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Abstract

A flipped classroom is no longer a novel idea, but engineering education has lagged in implementing non-traditional course delivery methods. Traditional engineering courses are typically offered in an instructor-centered environment which impacts everything from content delivery to student engagement and learning. A decade ago, we initiated a major project in curriculum reform that included flipping three second-year civil engineering courses: statics, dynamics, and mechanics of materials. These courses are foundational for all civil engineering students but, up to that point, had only been offered using traditional textbooks and lecture-based instruction. Flipping the classroom was driven by a desire to acknowledge what is known about active learning to push the courses to better fit today’s engineering needs. The result of flipping the classroom had an effect far beyond simply switching the use of the student’s time inside and outside of class. The traditional approach to course delivery falls short on engaging the students, understanding where students struggle and what they know, and in utilizing modern tools for problem solving. To address the first two issues, the flipped classroom approach was selected and executed across all three courses. Implementation required adjustments at the university level to course scheduling, including finding classroom spaces suitable for group work. The schedule and workflows of each individual course were redesigned. The majority of class time was reserved for recitation periods where students work on problems in groups with the help of an instructional team. While we initially held one lecture per two-week module, eventually all reading, lecture, and passive activities were moved outside of class time. Establishing the class time as the place to do the work and emphasize problem solving strategies improved student’s time on task and reinforced the main learning goals of each course.

This paper will layout the logistics of flipping these courses along with the changes that had to be made to the content. The redesign process offered an opportunity to rethink what content was important and the skills that the students should have at the end of each course. The material from the traditional lectures had to be condensed down to include only the main ideas of a topic that could fit in a video lecture ranging between 10-30 minutes, but the problem selection became much more critical to highlight the details of each topic. The alignment of the course environment with the learning goals was instrumental, and included the condensed lecture content, better problem selection, improved assessment strategies, enhanced student engagement, and more direct individualized instruction for all students. The flipped classroom has provided significantly more facetime with each student to understand and address their misconceptions. We have also developed a mastery-based grading strategy that not only improves on traditional assessment strategies but also complements the learning environment by helping to direct student effort and motivation. The overall student experience has improved, and the new learning environment provides more flexibility for both the instructor and the student to achieve their learning goals.

Citation
Format

Baisley, A., & Hjelmstad, K. D. (2023, June), Flipping the Classroom to Create a Student-Centered Learning Environment in Three Undergraduate Civil Engineering Courses Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43725

TY  - CPAPER
AB  - A flipped classroom is no longer a novel idea, but engineering education has lagged in implementing non-traditional course delivery methods. Traditional engineering courses are typically offered in an instructor-centered environment which impacts everything from content delivery to student engagement and learning. A decade ago, we initiated a major project in curriculum reform that included flipping three second-year civil engineering courses: statics, dynamics, and mechanics of materials. These courses are foundational for all civil engineering students but, up to that point, had only been offered using traditional textbooks and lecture-based instruction. Flipping the classroom was driven by a desire to acknowledge what is known about active learning to push the courses to better fit today’s engineering needs. The result of flipping the classroom had an effect far beyond simply switching the use of the student’s time inside and outside of class. The traditional approach to course delivery falls short on engaging the students, understanding where students struggle and what they know, and in utilizing modern tools for problem solving. To address the first two issues, the flipped classroom approach was selected and executed across all three courses. Implementation required adjustments at the university level to course scheduling, including finding classroom spaces suitable for group work. The schedule and workflows of each individual course were redesigned. The majority of class time was reserved for recitation periods where students work on problems in groups with the help of an instructional team. While we initially held one lecture per two-week module, eventually all reading, lecture, and passive activities were moved outside of class time. Establishing the class time as the place to do the work and emphasize problem solving strategies improved student’s time on task and reinforced the main learning goals of each course. 

This paper will layout the logistics of flipping these courses along with the changes that had to be made to the content. The redesign process offered an opportunity to rethink what content was important and the skills that the students should have at the end of each course. The material from the traditional lectures had to be condensed down to include only the main ideas of a topic that could fit in a video lecture ranging between 10-30 minutes, but the problem selection became much more critical to highlight the details of each topic. The alignment of the course environment with the learning goals was instrumental, and included the condensed lecture content, better problem selection, improved assessment strategies, enhanced student engagement, and more direct individualized instruction for all students. The flipped classroom has provided significantly more facetime with each student to understand and address their misconceptions. We have also developed a mastery-based grading strategy that not only improves on traditional assessment strategies but also complements the learning environment by helping to direct student effort and motivation. The overall student experience has improved, and the new learning environment provides more flexibility for both the instructor and the student to achieve their learning goals. 

AU  - Amie Baisley
AU  - Keith D. Hjelmstad
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Flipping the Classroom to Create a Student-Centered Learning Environment in Three Undergraduate Civil Engineering Courses
UR  - https://peer.asee.org/43725
DO  - 10.18260/1-2--43725
ER  -