ABSTRACT
Students should be exposed to open-ended, complex design challenges during their courses to better prepare the students for the design challenges that they will encounter during their careers. This preparation may be achieved by combining flipped classroom instruction, case based learning in an active classroom, and authentic assessments. Between 2012 and 2016, these techniques were assessed in a second year introduction to engineering materials course. Iterations of the course examined flipped classroom instruction using assigned textbook readings and custom made YouTube videos. Classroom activities and final exams using case studies were also evaluated. Flipped classroom instruction using assigned textbook readings was shown to have a negligible effect on students’ final exam performance compared to a traditional lecture delivery. The use of custom made YouTube videos and case studies had a positive impact on students’ quiz and laboratory scores, indicating an improved alignment with the course’s learning outcomes. The use of case studies during the problem analysis sessions led by teaching assistants was shown to have a negligible impact on students’ final exam performance. Given the results of the quizzes and laboratories, the use of a flipped classroom approach with YouTube videos and active learning driven by case studies is recommended for teaching engineering materials. This pedagogical configuration exhibits improved alignment with the practical learning outcomes associated with engineering materials such as material selection, failure, and heat treatments.
DOI: 10.18260/3-1-1153-36038
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