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Lessons Learned in Flipping an Introductory Plastics Engineering Technology Course

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

ETD Learning Approaches

Tagged Division

Engineering Technology

Tagged Topic

Diversity

Page Count

6

DOI

10.18260/1-2--28621

Permanent URL

https://strategy.asee.org/28621

Download Count

137

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Paper Authors

biography

Rex C. Kanu Purdue Polytechnic Institute

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REX KANU is an Assistant Professor in the Department of Mechanical Engineering Technology at Purdue University Polytechnic Institute in Richmond, Indiana. He has a B.S. and an M.S. in Chemical Engineering, an S.M. in Management Science, and a Ph.D. in Polymer Science.

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Abstract

In a transformative educational endeavor taking in a department of mechanical engineering technology at a 4-year degree awarding institution, it was decided that 75% of the course be delivered with “active-learning instruction” by fall 2017 in order to better prepare its graduates to succeed in the “new” evolving industrial revolution. A strategy adopted by the author in contributing towards this goal is by flipping a plastics engineering technology course that was taught with the traditional classroom approach consisting in-class lectures and out-of-class homework assignments. This study reports the process of flipping the course and its subsequent comparative results using the traditional classroom approach of teaching the course as a baseline. Also, the author shares some of the lessons learned in this preliminary endeavor.

Kanu, R. C. (2017, June), Lessons Learned in Flipping an Introductory Plastics Engineering Technology Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28621

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