NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1122022
Record Type: Journal
Publication Date: 2016
Pages: 27
Abstractor: As Provided
ISSN: EISSN-1941-1766
Flipping Core Courses in the Undergraduate Mechanical Engineering Curriculum: Heat Transfer
Schrlau, Michael G.; Stevens, Robert J.; Schley, Sara
Advances in Engineering Education, v5 n3 Fall 2016
Flipped 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.
American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A