Istrazivanja i projektovanja za privreduJournal of Applied Engineering Science

A NOVEL APPROACH TO EDUCATINGENGINEERS: LEARNing IN AN INVERTED CLASSROOM THROUGH PROBLEMS DESIGNED BY ENGINEERing PROFESSIONALS


DOI: 10.5937/jaes14-9658
This is an open access article distributed under the CC BY-NC-ND 4.0 terms and conditions. 
Creative Commons License

Volume 14 article 386 pages: 329-334

Teodora Rutar Shuman
Seattle University, Mechanical Engineering Department, 901 12th Avenue, Seattle, USA

Gregory S. Mason
Seattle University, Mechanical Engineering Department, 901 12th Avenue, Seattle, USA

Yean-Lin Han
Seattle University, Mechanical Engineering Department, 901 12th Avenue, Seattle, USA

Kathleen E. Cook
Seattle University, Mechanical Engineering Department, 901 12th Avenue, Seattle, USA

This paper presents a novel approach to educating engineers by using an inverted classroom (IC) to facilitate learning through in-class solving of multi-faceted problems designed by engineering professionals. The objective of this approach is to develop an instructional framework that promotes self-directed learning and enhances problem-solving skills in undergraduate engineering students without sacrificing knowledge of fundamental engineering principles. In this framework, material traditionally covered in a lecture format is moved outside of class time, developed for an on-line format, and made available in an online learning management system. In-class time is used to solve engineering problems in teams and under guidance of an instructor. The problems are co-developed with practicing engineers from aerospace, medical device, HVAC and process industries. The framework was implemented in a Heat Transfer course. Students taught using the new framework showed improvement in self-directed learning and problem-solving skills over students taught in a traditional setting without losing basic skills.

View article

Bergman, T. L., Lavine, A.S., Incropera, F.P., & De- Witt, D.P. (2011) Fundamentals of Heat and Mass Transfer, 7th Ed., Wiley, Hoboken, NJ.

Bland, L., (2006) Apply Flip/Inverted Classroom Model in Electrical Engineering to Establish Lifelong Learning, Proceedings of the 2006 American Society of Engineering Education Annual Conference & Exposition.

Learning Management System: Canvas, https://canvas.instructure.com/login/canvas, accessed June 30, 2015.

Lage, M., Platt, G., & Treglia, M., (2000) Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. J. of Econ. Educ. 31(1): p. 30-43.

Mason, G., Cook, K., Han, Y.L., and Shuman, T. R., (2015) Facilitating Problem-Based Learning with an Inverted Classroom. Proceedings of the 2015 American Society of Engineering Education Annual Conference & Exposition.

Mason, G., Shuman, T., Cook, K., (2013) Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper Division Engineering

Course, IEEE Transactions on Education, 56(4): p. 430-435.

Matthew, R. G. S., & Hughes, D. C. (1994) Getting at deep learning: A problem-based approach. Engineering Science and Education Journal 3(5): p. 234.240.

National Science Foundation, Directorate for Education and Human Resources, TUES, Award Number 1245455.

Norman, G. and Schmidt, H., (2000) Effectiveness of Problem-Based Learning Curricula: Theory, Practice, and Paper Darts. Medical Education 34: p. 721-728.

Prince, M. & Felder, R., (2006) Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. J. of Eng. Educ., 95(2): p. 123-138.

Prince, M., (2004) Does Active Learning Work? A Review of the Research. J. of Eng. Educ. 93(3): p. 223-231.

Prince, M., Vigeant, M., and Nottis, K. (2012) Development of the Heat and Energy Concept Inventory: Preliminary Results on the Prevalence and Persistence of Engineering Students. Misconceptions, J. of Eng. Educ., 101(3): Pages: 412.438

Rais-Rohani, M., Walters, A., & Vizzini, A., (2010) Emporium Based Redesign of Statics: An Innovative Approach to Enhance Learning and Reduce Costs. Proceedings of the 2010 American Society of Engineering Education Annual Conference & Exposition.

Roselli, R. J. and Brophy, S. P., (2007) Effectiveness of challenge-based instruction in biomechanics, J. of Eng. Educ. 95(4): p. 311-324.

Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Parente, J. M., & Bjorklund, S. A., (2001) Collaborative learning vs. lecture/discussion: Students. reported learning gains. J. of Eng. Educ, 90(1): p. 123-130.

Yadav, A., Subedi, D., Lundeberg, M.A., & Bunting, C.F., (2011) Problem-based Learning in Electrical Engineering, J. of Eng. Educ., 100(2): p. 253-280.

Zappe, S., Leicht, R., Messner, J., Litzinger, T., and Woo Lee, H. (2009) .Flipping. the Classroom to Explore Active Learning in a Large Undergraduate Course. Proceedings of the 2009 American Society of Engineering Education Annual Conference & Exposition.

Zull, J., (2002) The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning. Sterling, VA: Stylus Publishing. p. 148.