Applied Mechanics I (Statics)Flipped Course

By: Department of Civil and Environmental Engineering

Dr. Sarira Motaref,

Dr. Ross Bagtzoglou

Dr. Christine Kirchhoff

Dr. Lanbo Liu

Dr. Kay Wille

Faculty Meeting February 23, 2015

Flipped Course vs. Traditional Course

Activities inside and outside of class are switched

Flipped courses vs. Blended courses

Flipped Class Lay outOut of Class Activities

Inside Class Activities

• Watching lecture videos

• Watching sample problem solving videos

• Quizzes

• Homework problems

• Maximize class participation

• 10 minutes recitation

• Sample problem solving by STUDENTS individually

or in groups followed by presentation of correct

solution by INSTRUCTOR/PEERS

• Homework problem solutions (partially)

Course Objectives and a Plan to Deliver Materials

A Calendar as a Road Map for Students

• HuskyCT section was Built by ITL (Institute of Teaching and Learning)

Preliminary Assessment

Advantages

Disadvantages

• Unlimited availability of course materials to students (24/7)

• Delivering more class materials (more in depth problems)

• Flexibility in student learning (re-watch/ at their own pace/ ahead of time)

• Reducing stresses of learning

• Class activity that reinforces student learning

• Instructor cannot answer students’ prompt questions during the delivery of

the lecture

• Students spend more time outside of class compared to a regular class

• High possibility of falling behind the class when videos are not viewed.

Results of SET (Fall 2014)

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10

20

30

40

50

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ents

Vot

e (%

)Which course components helped you the most to learn the

course material?

48%

17%

35%

Would you like to take another Flipped Course in SoE?

YesNoMaybe

Students Performance Flipped vs. Regular

Full Assessment

Analyzing the results of all Flipped sections of Statics

Publish an article in Engineering Education