M. Sirigiri
1*,
S. D. Rajan
2
- Arizona State University Tempe, AZ 85287-5306, United States
- School of Sustainable Engineering & the Built Enviorment, Ira A. Falton School Of Engineeing, Arizon State University Tempe A 285287-5306, India
Abstract
A flipped classroom approach to teaching engineering mechanics courses taught in the 2nd and 3rd year of a typical undergraduate engineering education, is explained. A combination of few lectures supported by several problem solving recitation classes and continuous assessment, provides both the students and the instructional team an accurate, dynamic picture of the students' understanding and performance. Early use of computer code and openended projects strengthens the understanding of analysis and design techniques in the context of engineering analysis and design. Experience from teaching a 3rd year (junior level) structural analysis and design class for over two decades is shared to draw appropriate conclusions.
References
- C.F. Herreid and N.A. Schiller, �Case studies and the flipped classroom�, J o f College Science Teaching, 42-5,62-65,2013.
- D.M. Brohn, �The use o f the plane frames Program as an Aid to Learning in Structural Analysis�, Comput. & Educ., 5,37-44,1981.
- H.G. Allen, �Control in the teaching o f structural engineering design�, Comput. Education, 12:4, 513-520,1988.
- K. Fulton, �Upside down and inside out: Flip your classroom to improve student learning�, Learning & Leading with Technology, 39:8,12-17,2012.
- S.D.Rajan,�GS-USA�Frame Program�, [Online]. Available:http://enpub.fulton.asu.edu/structures/r ajansoftware/GS-USA/GS-USAhome.htm, 2013.
