Asee peer logo

Observations from Three Years of Implementing an Inverted (Flipped) Classroom Approach in Structural Design Courses

Download Paper |

Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Civil Engineering Division Technical Session 1

Tagged Division

Civil Engineering

Page Count

21

Page Numbers

26.1195.1 - 26.1195.21

DOI

10.18260/p.24532

Permanent URL

https://peer.asee.org/24532

Download Count

142

Request a correction

Paper Authors

biography

Shawn P. Gross Villanova University

visit author page

Dr. Shawn P. Gross is an associate professor in the Department of Civil and Environmental Engineering at Villanova University. He has as M.S.E. and Ph.D. degrees in Civil Engineering from the University of Texas at Austin, and a B.S.E. degree from Tulane University. He teaches undergraduate and graduate courses on mechanics and structural design (reinforced concrete, structural steel, masonry, and wood).

visit author page

biography

Eric Musselman P.E. Villanova University

visit author page

Dr. Eric Musselman is an assistant professor in Civil and Environmental Engineering at Villanova University. He has as B.S., M.S., and PhD in Civil Engineering from The Pennsylvania State University. He teaches undergraduate and graduate courses on the topics of civil engineering materials and reinforced concrete design.

visit author page

Download Paper |

Abstract

Observations from Three Years of Implementing of an Inverted Classroom Approach in a Structural Design CourseAn inverted classroom approach has been used by the author for the previous three years in arequired junior-level undergraduate course in Structural Design (Structural Steel/ReinforcedConcrete) at _________ University. Previously, the course had been taught in a classicalmanner, with about two-thirds of the classroom time devoted to lectures and the remainderdevoted to solving quick problems using a PowerPoint format. In the inverted format, studentsare required to watch the lectures emphasizing theory outside of the classroom and nearly all ofthe in-class time is spent solving problems in a real-time manner using a TabletPC.This paper will review the motivation behind the author’s decision to switch to the invertedformat and explain the intended beneficial impacts on student learning. Impacts on facultyplanning and preparation will be discussed. Details on the structure and relationship ofindividual course components in the inverted model (recorded lecture videos, problem sets,concept quizzes, examinations, and overarching design problems) will be presented. A review ofthe changes made between each successive course offering – as well as the intended changes forthe fourth offering in the upcoming year – based on lessons learned will also be provided.In addition to the author’s (faculty) perspective, the student perspective will be addressed basedon the results of extensive end-of-the-semester surveys asking students for feedback on theinverted model. Student responses to numerous multiple choice “rating” questions about courseformat and course components will be provided, along with free open-ended written comments.

Gross, S. P., & Musselman, E. (2015, June), Observations from Three Years of Implementing an Inverted (Flipped) Classroom Approach in Structural Design Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24532

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