Cortazar, C., & Hilliger, I., & Astudillo, G. (2023, June), Redesigning a Cornerstone Course, Lessons Learned from a Pandemic  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44048

\bibitem{asee_peer_44048}
  Cortazar, C., \& Hilliger, I., \& Astudillo, G. (2023, June), \emph{Redesigning a Cornerstone Course, Lessons Learned from a Pandemic}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--44048

Catalina Cortazar, Isabel Hilliger P.E., and Gabriel Astudillo.  "Redesigning a Cornerstone Course, Lessons Learned from a Pandemic".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/44048 Internet.  01 May, 2024

\bibitem{asee_peer_44048}
  Catalina Cortazar, Isabel Hilliger P.E., and Gabriel Astudillo.
  "Redesigning a Cornerstone Course, Lessons Learned from a Pandemic".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44048 Internet.  01 May, 2024

@INPROCEEDINGS{asee_peer_44048
author = "Catalina Cortazar, Isabel Hilliger P.E., and Gabriel Astudillo"
title = "Redesigning a Cornerstone Course, Lessons Learned from a Pandemic"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44048}
number = {10.18260/1-2--44048}
}

TY  - CPAPER
AB  - This evidence-based paper describes the process of implementing and evaluating a flipped classroom approach, in conjunction with a project-based learning methodology, in a remote Cornerstone Engineering course and how it was kept in the face-to-face return. In the first year, cornerstone engineering courses are taught mainly using project-based learning. This methodology allows students to develop teamwork and communication skills and promotes critical thinking allowing students to solve real-world problems. Traditionally, project-based learning courses are taught face-to-face. Due to COVID-19, educational institutions were forced to move from face-to-face teaching to remote teaching and learning. In this new setting, enhancing online teamwork became a challenge. In order to promote teamwork, a flipped classroom methodology with project-based learning was introduced into a Cornerstone Course during the lockdown in 2020. The flipped classroom is a teaching methodology where students learn the concepts before class meetings. In the classroom, the students apply the concepts learned asynchronously. This methodology allows students to take responsibility for their learning and to interact with their peers during classroom hours. It also allows professors to have a more productive time with students. In 2022, educational institutions returned to face-to-face teaching; this course was no exception. The teaching team maintained the flipped classroom methodology with project-based learning face-to-face. A survey was conducted to understand the students' perceptions concerning this methodology. The survey took place at the middle and end of the semester in conjunction with a small discussion group once the semester finished. The student body values the activities in class, where collaboration and teamwork are encouraged. However, they perceive an additional burden by having to watch videos before class. This article contributes to  Engineering Education by providing guidelines for implementing a flipped classroom in a Cornerstone project-based learning (PBL) course.
AU  - Catalina Cortazar
AU  - Isabel Hilliger P.E.
AU  - Gabriel Astudillo
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Redesigning a Cornerstone Course, Lessons Learned from a Pandemic
UR  - https://peer.asee.org/44048
DO  - 10.18260/1-2--44048
ER  -