Using a “Flipped Classroom” Model in Undergraduate Newtonian Dynamics

Using a “Flipped Classroom” Model in Undergraduate Newtonian DynamicsThe concept of the “Flipped Classroom” has gained popularity over the last few years.This model offers advantages in student retention and improved student-teacherinteractions; additionally, the model offers the opportunity to leverage technology in asetting where undergraduate students are attuned to using technology, more teamworkoriented, have a disposition to using technology in a student-centered learningenvironment.Most examples of the “Flipped Classroom” paradigm have been applied in science andtechnology disciplines, but far more rarely in engineering courses. As a result, theapplication, implementation and cost benefit of this model in engineering courses is notwell documented.At the U.S. Coast Guard Academy, students in the Civil Engineering, MechanicalEngineering, and Naval Architecture and Marine Engineering majors are required to takean undergraduate course in Newtonian dynamics. Typically, the course has been taught insmall sections (20 person average) using a classical approach and delivered by traditionallecture (chalk & talk). Because of the small class size usually three to four instructors areused to teach the many sections. The Coast Guard Academy does not have any graduatestudents, and therefore has no teaching assistants. As a result, the faculty have a largetutoring load, often greater than 10 hours a week.In the spring of 2013, a “Flipped Classroom” approach was mixed with a series oftraditional lectures to create a hybrid course. Fundamental topics were usually introducedusing a traditional lecture style; the “Flipped Classroom” supplemented the material infollow-on video lectures with additional theory and worked examples. Classroom timewas used by the instructor to mentor students, answer any questions about the videolectures, address individual issues and problems, and answer targeted homeworkquestions.The feedback from the students of the “Flipped Classroom” model was largely positive.The partial “Flipped Classroom” approach reduced the tutoring load of the instructorswhile still giving students one-on-one instruction and feedback. Students valued theconvenience of viewing lectures anywhere at any time. Although the model tended tofavor the highly motivated students who diligently watched the videos and came to classhaving already attempted the homework, incentives were devised to appeal to the averagestudent.