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Revising the Flipped Classroom

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Mechanical Engineering Division Technical Session 4

Tagged Division

Mechanical Engineering

Page Count

24

DOI

10.18260/1-2--30940

Permanent URL

https://peer.asee.org/30940

Download Count

95

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Paper Authors

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Anahita Ayasoufi Auburn University

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Anahita Ayasoufi is a lecturer at Department of Mechanical Engineering of Auburn University. She is the winner of William F. Walker Teaching Award for Excellence and Outstanding Faculty Member Award (student choice). She has a B.S. in Mechanical Engineering from University of Tehran, an M.S. in Aerospace engineering from Sharif University of Technology, and a Ph.D. in Mechanical Engineering Science from the University of Toledo. Her research interests are in engineering education and flow simulations with application in turbulent flow, mixing flows, and solid-liquid phase change.

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biography

Rick Williams Auburn University

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Rick Williams is currently a Visiting Associate Professor at Auburn University. His research interests include engineering education and additive manufacturing.

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Abstract

A new approach to teaching core Mechanical Engineering courses is presented. The approach combines the Flipped Classroom method with Visual Thinking Strategy. It exploits the powerful aspects of Flipped Classroom, including interactive and engaged problem-solving sessions, while avoiding its pitfalls, in particular the main student complaint which is the elimination of interaction with the instructor while encountering the material for the first time. This combined approach was developed using step-by-step feedback and active guidance from Mechanical Engineering students and was devised to fit their needs and expectations in learning, retaining, and applying the material. The technique was tested using two parallel sections of Mechanics of Materials, one using the proposed technique and the other the traditional lecture method as control section. The effectiveness of the two teaching approaches were compared using common exam problems evaluated with the same rubric. The paper provides the details of the proposed technique, supporting background in neuroscience of learning, sample pre-class exercises, and a narrative of constructive classroom conversation from one of the sessions. The result showed enhancement of student engagement and participation, facilitation of learning, and favorable student feedback.

Ayasoufi, A., & Williams, R. (2018, June), Revising the Flipped Classroom Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30940

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