Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Promoting problem solving skill development is a major focus of the General Engineering (GE) Program at [our] University, as problem solving is a critical skill required by practicing engineers. The GE Program has utilized a SCALE-UP (Student-Centered Activities for Large-Enrollment Undergraduate Programs) environment for over a decade. SCALE-UP is a highly collaborative, hands-on classroom format where the primary emphasis is on learning by guided inquiry rather than by traditional lecturing. The SCALE-UP learning environments is a natural "semi-flipped" classroom by the nature of the program. When used within a large enrollment program that utilizes several instructors in a single semester, the amount of "flip" will vary with each instructor providing various levels of lecture and activities.
Since the first course in the GE sequence is composed of more than 90% first time freshman, the largest hurdle with using a "flipped" environment is getting the students to adequately prepare for class to allow for meaningful classroom discussion. In the Fall 2015 semester, the entire first-year sequence adopted the (PREP)ARE model to assist students in understanding the expectations for each class.
The model was presented in a standard course management format across all courses. Each course was divided into learning modules where each built off the knowledge and skills developed in prior modules. For each module, students were instructed to PREP: Preview the material; get Ready for class; Expand their knowledge; and then Prove it by completing the homework. Prior to each exam, students were asked "ARE you ready?" and encouraged to answer this question by Assessing their performance on each module by analyzing mistakes made on assignments and asking questions of the instructor for further clarification; Reviewing any topics not mastered; then taking the Exam.
Each of the four courses implementing the (PREP)ARE method varied in their exact instruments used to accomplish each task. For example, the first course provided the necessary out of class materials via MyEngineeringLab (MEL), a web-based homework management system accessed by students as a companion site to the course textbook. MyEngineeringLab is part of the MyLab and Mastering suite of products operated by Pearson Higher Education. The success of large-scale implementation of the (PREP)ARE model relied on this ability to set assignment pre-requisites in the MEL system, providing a built-in mechanism to guide students through problem sets based on their knowledge base. Students who entered the class with significant prior knowledge were allowed to skip "expanding" on the material and proceed straight to the homework.
This work will discuss the (PREP)ARE model in detail, giving examples of activities for each stage to illustrate the breadth of applicability to first-year course material. Examination results, student/instructor attitudes, and course DFW rates will be compared between courses using this method to prior courses.
Grigg, S. J., & Stephan, E. A. (2018, June), (PREP)ARE: A Student-centered Approach to Provide Scaffolding in a Flipped Classroom Environment Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29651
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