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Highlights and Lessons Learned from a Partially Flipped Civil Engineering Classroom Study

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Flipped, Blended, Online, Oh My

Tagged Division

Civil Engineering

Page Count

19

DOI

10.18260/1-2--34727

Permanent URL

https://peer.asee.org/34727

Download Count

181

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Paper Authors

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Kimberly Warren University of North Carolina at Charlotte

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Dr. Kimberly Warren is an Associate Professor at UNC Charlotte who specializes in the field of Geotechnical Engineering, a discipline of Civil Engineering. She holds her Civil Engineering degrees from Virginia Tech and North Carolina State University. Her disciplinary research primarily involves the use and monitoring of geosynthetic materials (polymeric materials) incorporated into Civil Engineering Structures including roadways and earth retaining structures. She is currently serving as the Director of Student Learning and Assessment in her Department and is charged with overseeing multiple programs that target student success and retention. Due to her strong passion for teaching and her current responsibilities in her Department, Dr. Warren is now pursuing educational research and programmatic improvement funding opportunities. Dr. Warren has been awarded the UNC Charlotte College of Engineering teaching award for her dedication and excellence in teaching.

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Meagan Padro University of North Carolina at Charlotte

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Meagan Padro earned her M.A. in Psychology with concentrations in Cognitive Science and Quantitative Analysis at UNC Charlotte in May 2019. She is currently working on her Ph.D. in School Psychology at University of North Carolina at Chapel Hill. She has extensive research experience in the field of psychology. Her thesis explored the influence of individual differences in executive functioning on learning outcomes in active learning environments.

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Chuang Wang University of Macau

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Dr. Wang is Distinguished Professor of Quantitative Research Methodology at the University of Macau. His expertise includes educational research design, statistical data analyses, and program evaluation. He has published 7 books, 19 book chapters, 103 peer-reviewed journal articles, and 12 conference proceedings. Dr. Wang also has 18 invited presentations and 98 paper presentations at national and international academic conferences. Dr. Wang is the recipient of the 2019 International Education Award and the 2018 Harshini V de Silva Graduate Mentor Award at University of North Carolina at Charlotte in the United States. He received the 2008 American Educational Research Association (AERA) Distinguished Paper Award, 2009 Excellence in Research Award from the College of Education, 2010 Distinguished Research Award from the U.S. Academy of Educational Leadership, and the 2012 College of Education Excellence in Teaching Award. He served as the Editor-in-Chief of two peer-reviewed journals: (a) New Waves – Educational Research and Development; and (b) Journal of Applied Educational and Policy Research. He also served as the President of the Chinese American Educational Research and Development Association (2008-2010).

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Abstract

The pace and delivery style of a traditional engineering lecture makes it difficult for students to stay engaged, motivated, and achieve higher levels of learning in the classroom. Even with an excellent instructor, many students have a hard time managing their time in the classroom and are forced to use a ‘write down now, learn later’ strategy. Active learning activities are necessary to increase engagement and comprehension in the classroom. Flipped classrooms have gained traction in recent years because this instructional method enables the student to begin the learning process outside of class at their own pace, and then use the in-class time to participate in active learning strategies that increase engagement between faculty and students. However, there are some challenges to a fully flipped classroom that can be difficult to overcome in a civil engineering classroom. For this reason, a control-treatment group design study was conducted to pilot a Partially Flipped Classroom (PFC) instructional model over two semesters in a required civil engineering course to formally assess student engagement, perceptions, learning, and gains. Additionally, this study investigated whether this instructional model enabled students to reach higher-order cognitive skills in accordance with Bloom’s Taxonomy. Extensive qualitative and quantitative data were collected and analyzed using statistical procedures by an independent evaluator. This paper will present the highlights from the quantitative data analysis, examine the significant findings from the student focus groups conducted, discuss lessons learned from this study, and compare the results and student performances of this study to other flipped classroom students presented in the literature.

Warren, K., & Padro, M., & Wang, C. (2020, June), Highlights and Lessons Learned from a Partially Flipped Civil Engineering Classroom Study Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34727

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