Asee peer logo

Flipping the Differential Equations Classroom: Changes Over Time

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Mathematics Division Technical Session 3

Tagged Division

Mathematics

Page Count

11

Permanent URL

https://peer.asee.org/30528

Download Count

26

Request a correction

Paper Authors

biography

Campbell R Bego P.E. University of Louisville Orcid 16x16 orcid.org/0000-0002-8125-3178

visit author page

Campbell Rightmyer Bego is currently pursuing a doctoral degree in Cognitive Science at the University of Louisville. She researches STEM learning with a focus on math learning and spatial representations. Ms. Bego is also assisting the Engineering Fundamentals Department in the Speed School in performing student retention research. She is particularly interested in interventions and teaching methods that alleviate working memory constraints and increase both learning retention and student retention in engineering. Ms. Bego is also a registered professional mechanical engineer in New York State.

visit author page

biography

Patricia A. Ralston University of Louisville

visit author page

Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD degrees in chemical engineering from the University of Louisville. Dr. Ralston teaches undergraduate engineering mathematics and is currently involved in educational research on the effective use of technology in engineering education, the incorporation of critical thinking in undergraduate engineering education, and retention of engineering students. She leads a research group whose goal is to foster active interdisciplinary research which investigates learning and motivation and whose findings will inform the development of evidence-based interventions to promote retention and student success in engineering. Her fields of technical expertise include process modeling, simulation, and process control.

visit author page

biography

Angela Thompson P.E. University of Louisville

visit author page

Dr. Angela Thompson is an Assistant Professor in the Department of Engineering Fundamentals at the University of Louisville. Dr. Thompson received her PhD in Mechanical Engineering from the University of Louisville. Her research interests are in biomechanics and engineering education, particularly related to first-year programs and critical thinking instruction.

visit author page

author page

Adrienne Parsons University of Louisville

biography

Gale J. Crush University of Louisville, Speed Scientific School

visit author page

B.S., Applied Mathematics & Computer Science, University of Louisville, 1981
M.Eng., Applied Mathematics & Computer Science, University of Louisville, 1982

visit author page

Download Paper |

Abstract

Traditional lecture style courses use class time to deliver new material to students and homework to provide practice. Flipped classrooms, on the other hand, provide new material outside of class and students are then given opportunities to work actively on problems during class time. A flipped classroom design combines active, problem-based learning activities with direct instruction methods, and is seen by many as a teaching method that results in higher student satisfaction, greater retention of knowledge, and increased depth of knowledge [1] . The initial implementation of a flipped classroom can be difficult for teachers. Time is needed to develop instructional materials for students to view outside of class, in addition to time needed to develop constructive in-class activities. Teachers who have persisted with this teaching method often report that their classrooms are not optimized until the third or fourth implementation. This paper describes the three-year progression from traditional lecture style to flipped classroom design of a large enrollment differential equations course at a metropolitan research university’s engineering school. The discussion section of the paper reflects on specific implementation difficulties of a flipping a classroom, and gives strategic suggestions for instructors who are beginning to design this type of curriculum.

Bego, C. R., & Ralston, P. A., & Thompson, A., & Parsons, A., & Crush, G. J. (2018, June), Flipping the Differential Equations Classroom: Changes Over Time Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30528

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015