Flipping the Heat Transfer Classroom

Abstract Research in engineering education strongly supports the use of active learning strategies in the classroom. Among the suggested pedagogical strategies, flipped classrooms have received significant attention for engaging students and incorporating deep learning in the classroom. Introductory heat transfer courses are often taught at the junior or senior level of an undergraduate engineering degree using traditional lecture methodologies. Upper-level courses present unique challenges when introducing new pedagogical strategies, especially when it is the first flipped classroom experience for students, which was the case in the first course offering included in this study. Subsequent course offerings occurred after all students had experienced a switch to online learning due to the pandemic. In this paper, the author shares their approach, experiences, and recommendations for flipping a heat transfer course for seniors in a mechanical engineering program. The initial course offering was the instructor's first experience in designing a flipped classroom. It was also the first flipped classroom experience in an engineering course for the students prior to the pandemic. Results include student feedback from mid-semester and end-of-semester evaluations using Likert scale responses and open-ended questions. This paper augments the limited work that has been published regarding flipped classrooms in heat transfer, addressing challenges faced by both the instructor and the students.