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Iterative Improvement in Flipped Classroom Teaching of Lower Division Engineering Courses

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Conference

2019 Pacific Southwest Section Meeting

Location

California State University, Los Angeles , California

Publication Date

April 4, 2019

Start Date

April 4, 2019

End Date

April 6, 2019

Conference Session

PSW Section Meeting Papers - Disregard start and end time - for online paper access only

Tagged Topic

Pacific Southwest Section Meeting Paper Submissions

Page Count

14

Permanent URL

https://peer.asee.org/31836

Download Count

8

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Paper Authors

biography

He Shen California State University, Los Angeles

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He Shen is currently with Department of Mechanical Engineering at California State University, Los Angeles. His research interests include robotics, control, mechatronics, instrumentation, computer vision, as well as engineering education.

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Nancy Warter-Perez California State University, Los Angeles

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Nancy Warter-Perez is the chair of the Mechanical Engineering Department and professor of Electrical and Computer Engineering at California State University, Los Angeles.

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Jianyu Dong California State University, Los Angeles

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Jianyu Dong is a professor in electrical and computer engineering and currently serves as the Associate Dean for the College of Engineering, Computer Science, and Technology at Cal State LA. Her area of expertise is video compression/communication, multimedia networks, QoS, etc. With a strong passion in Engineering Education, she has been engaged in multiple funded projects and initiatives to increase the participation and success of students from undeserved, low-income communities in engineering areas.

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Ni Li California State University, Los Angeles

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Ni Li, Ph.D., is an Assistant Professor of the Department of Mechanical Engineering at California State University, Los Angeles. She earned her BS in Electrical Engineering from Northwestern Polytechnical University, Xi’an, China, and her MS in Electrical Engineering, MS in Aerospace Engineering, and PhD in Mechanical Engineering from University of Central Florida. She previously served as a lecturer at University of Central Florida.

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Abstract

Lower division engineering courses are important yet hard to teach as many students find these highly abstracted material hard to comprehend. Recent studies have suggested that flipped classroom teaching has potential to improve the teaching and learning of lower division engineering courses. While some educators are optimistic about the potential impact that flipped classroom teaching might provide, there are still many challenges to overcome during implementation. One of the major challenges faced by course developers, especially first-time developers, is to manage the heavy workload needed to design an effective practice that is suitable for their unique student body. This paper presents an iterative framework to help ease the adoption and continuous improvement of flipped classroom teaching, so that students’ learning experience can be optimized over time. The framework is composed of two phases – the initial design phase and the iterative tuning phase. In the initial design phase, a strategy that allows an instructor to quickly convert the existing course materials used for other lecturing methods into those suitable for flipped classroom teaching is introduced. This process involves designing a course structure according to its objectives, rearranging course content, and patching additional resources. Then, the iterative tuning for improvement will be explained, with a focus on identifying and addressing the most critical areas for improvement. Since the course instructor only focuses on resolving the most critical issues every semester, the workload becomes manageable. The flipped classroom teaching of a lower division mechanical engineering course “ME 2040 – Circuit Analysis for Mechanical Engineers” is used as example to explain details about the utilization of the proposed course development and implementation process. Towards the end, the effectiveness of the development process in improving students’ learning outcomes is discussed.

Shen, H., & Warter-Perez, N., & Dong, J., & Li, N. (2019, April), Iterative Improvement in Flipped Classroom Teaching of Lower Division Engineering Courses Paper presented at 2019 Pacific Southwest Section Meeting, California State University, Los Angeles , California. https://peer.asee.org/31836

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