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Teaching Freshman Design Using a Flipped Classroom Model

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

NSF Grantees’ Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count


Page Numbers

26.1474.1 - 26.1474.6



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Paper Authors

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Ann Saterbak Rice University

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Matthew Wettergreen Rice University Orcid 16x16

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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 The traditional ‘class’ in whichfaculty lecture on the design process has been replaced by in-class exercises and additional teamtime.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).

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

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