Active Learning and Engagement in Mechanics of Solids

A flipped classroom approach was applied to a solid mechanics course at a public state-funded national research university in Fall 2014. All course material was organized into lecture/flipped classroom pairings. Lecture time was used to explain and introduce new concepts, with limited problem solving. Students prepared for flipped classroom sessions by watching a series of videos demonstrating problem solving techniques. During flipped classroom meetings, students selforganized into teams of 4 to work assigned problems at whiteboards with instructor guidance and feedback. The flipped classroom led to a small increase in average student achievement, which was assessed by comparing exam scores to a consistent exam from a previous semester. Lower performing students were more successful in the flipped classroom, while the performance of high achieving students did not change appreciably. Based on course evaluations, the student response to the flipped classroom was overwhelmingly positive; however, some negative perceptions were expressed. Ongoing research will assess whether holding students more accountable for flipped classroom preparation and accomplishments can lead to greater student achievement.