Education Commons^™

Why This Flip Wasn't A Flop: What The Numbers Don't Tell You About Flipped Classes, Heather Noel Fedesco, Troy Cary

IMPACT Publications

This paper details the conversion of a large, required Civil Engineering fluid mechanics course into a more student-centered, active learning-oriented course through the flipping of one lecture per week. In the flipped class, students collaboratively solve homework problems in groups while receiving “expert” feedback from instructors and TAs. To offset the lost lectures, some course material that has been delivered in traditional lectures has been placed online in the form of short videos and textbook readings, with low-stakes quizzes for assessment.

Student learning gains were quantitatively assessed by comparing quiz and final exam scores for three semesters (1 pre-flip and …

Information Literacy In The Active Learning Classroom, Clarence Maybee, Tomalee Doan, Michael Flierl

IMPACT Publications

No abstract provided.

Peer Evaluation Of Team Member Effectiveness As A Formative Educational Intervention, Nathan Mentzer, Dawn Laux, Angelika Zissimopoulos, K. Andrew R. Richards

IMPACT Publications

Peer evaluation of team member effectiveness is often used to complement cooperative learning in the classroom, by holding students accountable for their team contributions. Drawing on the tenants of self-determination theory, this study investigated the impacts of formative peer evaluation in university level team-based design projects. The hypothesis was that the introduction of formative peer evaluation cycles would result in a more student-centered learning climate, increased competence, reduced doubt, and improved student learning. Two semesters were compared in this quasi-experimental study where results of peer evaluation became modifiers to students’ grades in the final project. In only one of the …