Cyr, M. (2015, June), Heat Transfer – Student Response to an Inverted Format  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24176

\bibitem{asee_peer_24176}
  Cyr, M. (2015, June), \emph{Heat Transfer – Student Response to an Inverted Format}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24176

Martha Cyr.  "Heat Transfer – Student Response to an Inverted Format".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24176 Internet.  22 Apr, 2024

\bibitem{asee_peer_24176}
  Martha Cyr.
  "Heat Transfer – Student Response to an Inverted Format".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24176 Internet.  22 Apr, 2024

@INPROCEEDINGS{asee_peer_24176
author = "Martha Cyr"
title = "Heat Transfer – Student Response to an Inverted Format"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24176}
number = {10.18260/p.24176}
}

TY  - CPAPER
AB  -              Heat Transfer – Student Response to an Inverted FormatHeat Transfer is one of the foundational courses for engineering students studying bothMechanical and Chemical Engineering. At our institution the class has been taught in atraditional lecture style to an ever-increasing size class. This past year saw 90 students enrolledin the class. Teaching methods are slow to change for a foundational course such as this one.Over recent years the corresponding textbooks have moved towards being more engaging byincluding examples that are more applicable and realistic. And yet the students can still strugglewith mastering the key concepts within the course.In order to address this, the format of the heat transfer course was converted from a moretraditional lecture to an inverted format. The specific inverted (also referred to as flipped) formatthat was selected was set up with the following structure; 1) outside of class time studentswatched short lecture videos and did one or two simple problems related to the concept presentedin the video. 2) During class time the simple problems were passed in and the concept wasbriefly (5-10 min) discussed. 3) A more complex problem on the same concept was distributedand the students worked in teams to solve it while the professor and TAs moved around theroom, addressing their questions. The in class problems could be handed in as students left, orthe next time they came to class. This was the daily format for three of the 50 minute classmeetings a week. A forth class time was used for a weekly quiz.Study results show that students responded well to this format for the course, and overall had ahigher class-passing rate than in prior years. This paper presents the full details of the coursestructure and data on how students utilized this format along with their overall performance.Implications and directions for future versions of the course are discussed.
AU  - Martha Cyr
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Heat Transfer – Student Response to an Inverted Format
UR  - https://peer.asee.org/24176
DO  - 10.18260/p.24176
ER  -