Flipped Classroom Approach: Probability and Statistics Course for Engineers

We implemented a pilot of the “flipped classroom” i n the introductory probability and statistics course for engineers during the Fall 2014 semester at our school of engineering. Three sections of the introductory probability and statistics cour se were taught. This is a required course for civil, electrical, mechanical and bio-engineering m ajors in our school. The flipped approach was implemented in two sections; the third section was taught traditionally and will serve as a comparison. The “flipped” or “inverted” classroom i s an instructional technique in which lecture is removed from class time and replaced with more a ctive instructional opportunities. Students practice their skills during class time and can rec eive individualized help from the instructor or TA as needed, versus passively taking notes while t e instructor teaches the concepts. The flipped classroom approach shifts instruction from passive to more active and allows the instructor to include problem solving elements whil e still covering necessary material. It provides greater opportunities for integrating high er order cognitive skills in the classroom and better structures students’ out-of-class time. In t he literature, we found implementations of the flipped classroom in other undergraduate statistics cla srooms, and these flipped classrooms were associated with significant improvements in bo th direct measures of student learning as well as measures of the classroom environment. Our class materials, including lecture notes, class activities, homework assignments and quizzes, w re modified in order to implement the flipped classroom pilot during four weeks of the se mester, or eight lecture periods. The remaining lectures were taught traditionally. As pa rt of our program evaluation, the two flipped sections were observed for the degree of active lea rning, problem solving, and student engagement during class using a structured behavior al observation protocol known as the Teaching Dimensions Observation Protocol (TDOP). Se veral of the traditionally-taught class sessions were also observed for comparison, with po sitive results noted. Also, a comparison of students’ conceptual and exam performance in the tw o flipped sections versus the “traditional” section enabled direct assessment of the benefits o f the new approach, with significant differences not being detected. Further assessment of the flipped “pilot” classroom included student engagement, instructors’ reflections, and t wo perception instruments measuring students’ overall experience in the class.