Saterbak, A., & Wettergreen, M. (2015, June), Teaching Freshman Design Using a Flipped Classroom Model  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24811

\bibitem{asee_peer_24811}
  Saterbak, A., \& Wettergreen, M. (2015, June), \emph{Teaching Freshman Design Using a Flipped Classroom Model}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24811

Ann Saterbak and Matthew Wettergreen.  "Teaching Freshman Design Using a Flipped Classroom Model".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24811 Internet.  19 Apr, 2024

\bibitem{asee_peer_24811}
  Ann Saterbak and Matthew Wettergreen.
  "Teaching Freshman Design Using a Flipped Classroom Model".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24811 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_24811
author = "Ann Saterbak and Matthew Wettergreen"
title = "Teaching Freshman Design Using a Flipped Classroom Model"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24811}
number = {10.18260/p.24811}
}

TY  - CPAPER
AB  -            Teaching Freshman Design Using a Flipped Classroom ModelA team of faculty at XXXX University and other institutions are creating instructional resourcesto support a flipped classroom for first-year engineering design. The traditional ‘class’ in whichfaculty lecture on the design process has been replaced by in-class exercises and additional teamtime. Since the flipped classroom model shifts course content with low cognitive load to videos,students learn this material outside of the classroom. Now, students spend significant amounts oftime during class applying the design process to their projects. For example, teams developappropriate design criteria, brainstorm and select a design solution, and build a physicalprototype during class.The first objective of this project is to create educational materials to flip the first-yearmultidisciplinary engineering design classroom. To date, we have completed:   Fifty web-based videos (3-7 min in length) featuring student teams and faculty at XXXX    University and other institutions that focus on steps of the engineering design process.    Topics include understanding customer needs, research on a design problem, framing design    criteria, thorough solution development using brainstorming, using morphological charts to    assemble complete solutions, selecting solutions with Pugh matrices, and project planning    using Gantt charts.   Ten online quizzes that cover information discussed in the videos. The quizzes are multiple    choice and test students’ knowledge and application of the technical content in the videos.   Thirty in-class exercises that support active learning in the classroom. The in-class exercises    range from applying knowledge to a new problem to evaluating a completed design scenario    to applying the design process to their team’s specific project.The second objective of this project is to answer the engineering education research question:Are there differences in student performance in executing the engineering design process whencomparing delivery of engineering design process knowledge using a lecture format versus aflipped classroom model? This research question will be tackled by assessing studentperformance in two ways:1) Pre- and post-testing of students’ application of the design process as measured by their   critiques of a Gantt chart laying out a 14-week design process.2) Team technical memos in the steps of establishing design criteria, brainstorming solution   ideas, and applying Pugh matrices for evaluation.The team has collected and assessed data on student performance for courses taught using alecture format for FY 2012-2014. During the FY 2014-2015 year, the team is collecting data forcourses taught using the flipped classroom format. Analysis of the data is in progress.These materials are available for others to use. The team is seeking feedback on developingmaterials that will be helpful for the academic community teaching engineering design. Thiswork is supported by an NSF DUE grant (#1244928).
AU  - Ann Saterbak
AU  - Matthew Wettergreen
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Teaching Freshman Design Using a Flipped Classroom Model
UR  - https://peer.asee.org/24811
DO  - 10.18260/p.24811
ER  -