Facilitating Problem-Based Learning with an Inverted Classroom

In 2013, Seattle University was awarded a National Science Foundation (NSF) grant titled “Facilitating Problem-Based Learning with an Inverted Classroom.” The objective of this project is to develop an instructional framework that promotes self-directed learning and enhances problem-solving skills in undergraduate engineering students without sacrificing knowledge of fundamental engineering principles. The instructional framework will use an Inverted Classroom (IC) to facilitate Problem-Based Learning (PBL). The instructional framework will be created through collaboration between faculty in mechanical engineering and psychology at Seattle University, and evaluated by academic partners from other institutions. To facilitate an IC, material traditionally covered in a lecture format will be moved outside of class time, developed for an on-line format, and made available in an online repository of learning resources. PBL will use authentic engineering problems co-developed with industrial partners from medical device, HVAC and process industries; problems will be evaluated by the academic partners. A variety of resources will be available to address the varied learning styles of the students. The framework will be implemented in a Heat Transfer course that will be offered in traditional classroom (control) and IC-PBL (treatment) settings. Student self-directed learning and problem-solving skills in the two settings will be compared for their performance on design problems, exams, heat and energy concept inventory, and several rubrics. This paper describes the process and accomplishments from the first phase of the grant, as well as the ongoing process in phase two.