June 14, 2015
June 14, 2015
June 17, 2015
Electrical and Computer
26.1036.1 - 26.1036.12
Inverting Instruction in a Semiconductor Devices Course: A Blended Learning Framework for the 21st Century Engineering ClassroomAbstract: A typical inverted or flipped classroom moves the lecture content outside theclassroom and brings learning and problem-solving inside the classroom. In this paper, we reportour experiences in implementing a flipped classroom model in a semiconductor devices course.EECE 2XXX – Semiconductor Devices is a 3-credit hour required course for all undergraduateelectrical engineering majors at the University of _______ (U__). The ABET learning outcomesof this course are as follows:1. Comprehend the basic electrical and chemical concepts that govern semiconductor junctions with another semiconductor, a metal, or an oxide and a metal. (a)2. Be able to apply knowledge of junction-based and field-effect transistors. (a)3. Be able to synthesize transistor function through utilization of a corresponding simple circuit model. (e)4. Be able to apply other computing tools to plot transistor electrical characteristics. (k)Until 2012, this course was offered in a traditional in-class lecture format. In Fall 2013, thecourse was transformed and offered in the flipped classroom model. Videos of the lecturecontent are assigned to be watched outside the classroom. Students are given a minimum of 2days to watch the lectures before coming to class. Each class starts with a 2-minute quiz that istaken and auto-graded online. After the quiz, concepts from the quiz and any questions from thelecture are briefly reviewed (5-8 minutes). Students then spend the rest of the class time (~80minutes) working on problems in groups of 2-3. The logistics of in-class activities aresignificantly different from other flipped class models and therefore, the implementation detailswill be detailed in this paper.In the most recent offering of this class (Fall 2014), 18 electrical engineering students (18 male,0 female) were enrolled. Based on the Index of Learning Styles (ILS) questionnaire, 12 students(66.7%) self-reported as active learners and six students (33.3%) reported as reflective learners.More elaborate results and strategies for accommodating different kinds of learners in a flippedclassroom will be presented. While the idea of a flipped classroom is established, theimplementation strategies differ across institutions, disciplines, and instructors. This paper willdescribe course design, pedagogical methods, and results from this offering of the course. Thecourse design provides simple solutions to effectively transform and offer a flipped engineeringcourse. It is anticipated that this work will be especially useful for first time course developersand/or instructors interested in migrating to the flipped classroom style. Furthermore, the paperwill feature the following aspects: (1) A teaching “toolbox” for flipped pedagogy, (2) creatingawareness of blended learning at the institution-level, and (3) the need for strategic approaches inimplementing a blended learning environment.
Subbian, V., & Bucks, G. W., & Heikenfeld, J. C. (2015, June), Inverting Instruction in a Semiconductor Devices Course: A Case Study of a Flipped Electrical Engineering Classroom Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24373
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: © 2015 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