Changing the Approach of How to Teach Computational Methods for Engineering

This paper presents data using several methods of assessing student performance with the new inverted classroom methodology in juxtaposition to the traditional method of delivery. The implemented changes have streamlined course contents and noticeably improved student understanding of the covered material. The pilot course is a three credit, 200 level engineering class which aims to teach students the tools for problem solving, graphing and analyzing engineering data, programming of formulae, and procedures. This class uses Excel and Matlab as the software to implement these tools, and approximately twenty chapters are covered within two different textbooks. The following changes have been implemented in this software-based course: First, the structure of the class was modified. Initially, Excel was taught at the beginning of the semester and Matlab in the second part. This structure did not allow for an effective way of comparing the tools between Excel and Matlab. Currently, the class is taught by topics. In addition, the assignments were modified to follow the new structure. Problems are taken from each book and then combined so students can follow the same methodology as in the class. The next change was to modify the method of homework collection. Initially, homework was collected via email and the student received feedback in writing. It was observed that in many cases that the student neither reviewed their errors nor the provided feedback. Now the assignments are revised by the instructor in each student’s computer which allows immediate feedback. The final change was to modify the classroom teaching technique. The “flipped” or inverted classroom model was used. This recent pedagogical strategy has received much attention, as lectures are now delivered via computer videos and watched at the student’s leisure while class time is spent with the instructor assisting in problem-solving activities. This method has also allowed more class time for the instructor to interact one-on-one with each student. Implementation and assessment data for a pilot class which uses all these changes is presented. The results show a positive improvement in the student outcome compared to previous offerings of this course. In addition, a series of surveys were distributed to obtain feedback and observations from the previous and current students. In general, the findings show that the current methodology can be expanded to other classes throughout the curriculum. P ge 26343.2