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|  | |  |\n|  |  |  |  |  |  |\n\nFALL 2016  \nFlipping Core Courses in the Undergraduate Mechanical Engineering Curriculum: Heat Transfer  \nMICHAEL G. SCHRLAU ROBERT J. STEVENSAND  \nSARA SCHLEY  \nRochester Institute of Technology Rochester, NY  \nABSTRACT  \nFlipped classrooms support learner-centered approaches to improve conceptualization, comprehension, and problem solving skills by delivering content outside the classroom and actively engaging students inside the classroom. While literature in engineering and science education supports and encourages the use of inverted instruction, many core engineering courses continue to utilize the traditional lecture-based format. This report describes the design, development, implementation, and assessment of the flipped core course Heat Transfer in the undergraduate mechanical engineering curriculum. In this study, the course was restructured for flipped instruction, utilizing custom electronic media for out-of-class learning and student-centered activities for in-class engagement. Open-ended case studies were created to motivate learning and provide opportunities to apply learned knowledge to real world problems. Comparisons of student performance in flipped and traditional classrooms, as well as student observations and perspectives, are presented to demonstrate the effectiveness of flipped instruction. The report outlines an approach for transforming traditional lecture-based core mechanical engineering courses into flipped courses.  \nKey words: flipped classroom, active learning, heat transfer, mechanical engineering  \nINTRODUCTION  \nInverted (aka flipped) instruction and coursework has gained applied focus in both post-secondary and K-12 classrooms for at least 15 years [1-9] . Baker used the term “classroom flip” to describe his  \nADVANCES IN ENGINEERING EDUCATION  \nFlipping Core Courses in the Undergraduate Mechanical Engineering Curriculum: Heat Transfer  \nstrategy of putting course materials online through a course management system in order to have more time to adopt active learning strategies while in front of students [1] . Lage, Piatt and Treglia [2] used the term “inverted instruction” to do much the same: using computer-based lectures and student-centered class time to differentiate students’ individual needs. In general, flipped instruction frees up time in the classroom for more enriching classroom activities, such as peer-assisted, cooperative and/or collaborative learning [9], problem-based learning [10, 11] and case studies [12–16], and places more responsibility on the students for their learning. Studies have shown students in flipped classrooms had higher test scores and assignment scores, better attendance, and in general thought that the flipped classroom had a positive influence on their learning or class performance [5–8, 10, 17, 18] . Overall, flipped instruction capitalizes on online and technology resources, and on using face-to-face time between students and instructors in an active, engaged way. This is the inverse of traditional classrooms, where classroom time primarily involves instructor-lead lectures, and time outside of class is spent on practice exercises and problem solving.  \nCore courses in the undergraduate mechanical engineering curriculum, such as Thermodynamics, Fluid Mechanics, and Heat Transfer, have traditionally followed the instructor-lead lecture format (traditional classroom) . For example, at our institution, mechanical engineering faculty and instructors have taught Heat Transfer for decades using the traditional format, where the majority of class time is dedicated to information transfer and a limited amount on team-based, interactive problem solving. Heat Transfer, a content-rich course for mid-level undergraduate mechanical engineering students, utilizes fundamental engineering principles to analyze and design complex thermal system","cbCairk99cU2nhub","https://ap.wps.com/l/cbCairk99cU2nhub","pdf",1971146,27,"English","# Abstract\n# Introduction\n# Background\n## Why Flip?","[{\"question\":\"What is the main goal of using flipped instruction in the Heat Transfer course?\",\"answer\":\"The report aims to improve students’ conceptual understanding, comprehension, and problem-solving skills by shifting content delivery outside class and using in-class time for active engagement.\"},{\"question\":\"How was the Heat Transfer course redesigned for flipped instruction?\",\"answer\":\"The course was restructured with custom electronic media for out-of-class learning and student-centered activities for in-class engagement, supported by open-ended case studies.\"},{\"question\":\"What types of evidence are used to evaluate effectiveness?\",\"answer\":\"Effectiveness is assessed through comparisons of student performance in flipped versus traditional classrooms, along with student observations and perspectives on the flipped structure.\"}]","Flipping Core Courses in the Undergraduate Mechanical Engineering Curriculum: Heat Transfer - Fall 2016 | PDF",1792065756,68]