Design, Development, and Evaluation of a Flipped Engineering Classroom Involving Interdisciplinary Team Projects

• In Event: Computational Thinking, Makerspace, and Robotics in Education

Abstract

The engineering design process is a critical element of engineering practice. Especially, for a novice engineering student to grow as an expert designer, engineering education needs to include the aesthetic aspect of the design process in the curriculum. To improve students' aesthetic design competencies, this paper introduces a case of an undergraduate engineering classroom, Makecourse-Art, designed and developed using the flipped learning approach. Engineering-students collaborated with arts-students and viewed pre-recorded video lectures individually before participating in the classroom. Then they worked together in a team to complete a series of engineering design tasks in the classroom. To evaluate the interdisciplinary team-based flipped classroom model, we compared students' perceived motivation, their regulation of motivational strategies, and performance throughout the semester.

Authors

• Howard Kaplan, University of South Florida

• Sanghoon Park, University of South Florida

• Rudy Schlaf, University of South Florida