Flipping the Classroom for a Material and Energy Balances Course: Effect on Student Learning versus Student Perception and Sentiment

Authors

  • Victor K Lai University of Minnesota - Duluth

DOI:

https://doi.org/10.18260/2-1-370.660-115591

Keywords:

Mass and Energy Balances, Teaching Methods, Active Learning, Undergraduate Students

Abstract

The flipped class method was employed for the Material and Energy Balances course midway through the semester. Surveys to gauge student sentiment were administered mid-semester prior to flipping the classroom, and a post-survey just before the final exam. In addition, exam scores were compared with those from 5 prior semesters. Overall, while the survey results suggest that students had a largely positive experience with the flipped classroom, a high level of skepticism persists among students.        

Author Biography

Victor K Lai, University of Minnesota - Duluth

Victor K. Lai is an Assistant Professor in Chemical Engineering at the University of Minnesota  – Duluth.  He received his PhD from the University of Minnesota – Twin Cities in Materials Science and Engineering in 2008.  His research focus is in the mechanics and transport phenomena of biological soft tissues. 

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Published

2020-07-15

Issue

Vol. 54 No. 3 (2020): Summer 2020

Section

Manuscripts