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Longitudinal Assessment of Student Persistence, Achievement, and Attitude in a Flipped Biomedical Engineering Classroom Using Pencasts and Muddiest Point Web-enabled Tools

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Using Technology and Research-based Instructional Practices in BME

Tagged Division


Page Count


Page Numbers

26.1099.1 - 26.1099.20



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Paper Authors


Casey Jane Ankeny Arizona State University

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Casey J. Ankeny, PhD is lecturer in the School of Biological and Health Systems Engineering at Arizona State University. Casey received her bachelor’s degree in Biomedical Engineering from the University of Virginia in 2006 and her doctorate degree in Biomedical Engineering from Georgia Institute of Technology and Emory University in 2012 where she studied the role of shear stress in aortic valve disease. Currently, she is investigating cyber-based student engagement strategies in flipped and traditional biomedical engineering courses. She aspires to understand and improve student attitude, achievement, and persistence in student-centered courses.

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Stephen J. Krause Arizona State University

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Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.

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Persistence, Achievement and Attitudinal Assessment of a Flipped Biomedical Engineering Classroom using Pencasts and Muddiest Point Web-enabled ToolsStudies show that student-centered instruction can be more effective than teacher-centered.Here, we investigated achievement, persistence, and attitude regarding several student-centeredstrategies in a one-credit, large-scale, statistics and design of experiment course for upper-division biomedical engineering (BME) undergraduates. More specifically, we asked “What isthe effect of the flipped classroom, pencasts/online lectures, cyber-based muddiest point (unclearconcept) collection, and group-based activities on attitude, achievement, and persistence?”Two components comprised the course. Prior to class, students watched pencasts, submitted themuddiest and most interesting points online, and completed practice problems. In class, studentsengaged in a review of the muddiest/most unclear points in class and then applied lecturematerial through group activities including statistical software-oriented problem solving sessionsand design projects with the support of undergraduate teaching assistants and the instructor.To evaluate these student-centered strategies, three aspects were considered: persistence,attitude, and achievement. Persistence was measured as the number of students present duringthe second week of class and remaining at the final. To measure student value and attitude, twovalidated, custom surveys were administered in the middle (M) and at the end of the semester (E)anonymously: 1) the Student Value Survey on Muddiest Points (SVM) which focused on interestand usefulness as well as cost (emotion, time, effort) related to muddiest point collection and 2)the BME Student-centered Strategies (BSS) Survey regarding the flipped classroom, pencasts,muddiest points, and group activities. Lastly, a ten-question concept quiz was created andpiloted to assess achievement related to key statistical and design of experiment concepts.Persistence tracked for two semesters showed a value of 99%. Student attitude surveyscompleted during the same time frame also showed positive outcomes, supporting the notion ofhigh self-efficacy. Briefly, with respect to the SVM, the majority of students [nmid=100 students(M), nend=91 students (E)] agreed with statements concerning value (91% M, 94% E), interest(64% M, 66% E), and cost (82% M, 85% E). According to the BSS survey, all engagementstrategies were favorable with pencasts having the highest mean (4.6/5 Fall 2014 and 3.6/4Spring 2014, ~40 students each semester) and the flipped classroom having the lowest mean(3.4/5 Fall 2014 and 2.8/4 Spring 2014). In terms of achievement, end-of-semester pilot data ofthe concept quiz yielded a mean of 75% (Spring 2014). Currently, the concept test is beingadministered pre- and post-semester and will be used to determine semester gains. Pre-semesterscores averaged 44%, showing a large margin for improvement (Fall 2014).In general, this multi-faceted, integrated assessment approach focusing on persistence,attitudinal, and achievement supported this unique instructional paradigm as an effectivepedagogy for teaching and learning in the flipped classroom. Further, this work demonstratesthat longitudinal tracking is an effective means for continuous improvement of course contentand pedagogy.

Ankeny, C. J., & Krause, S. J. (2015, June), Longitudinal Assessment of Student Persistence, Achievement, and Attitude in a Flipped Biomedical Engineering Classroom Using Pencasts and Muddiest Point Web-enabled Tools Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24436

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