Program Level Curriculum Reform at Scale: Using Studios to Flip the Classroom

Authors

  • Milo D. Koretsky School of Chemical, Biological, and Environmental Engineering Oregon State University Corvallis, OR 97331-2702

Abstract

This article reports implementation of a program-level innovation in ten core undergraduate courses in which larger lecture courses are punctuated by smaller studios. Studios provide an intimate, “flipped” classroom environment where students interactively engage in the content presented in the previous lecture through guided worksheets facilitated by social interactions. Student response to the studios is generally positive, and we believe there is also a substantial benefit for the graduate students who help with delivery. 

Author Biography

Milo D. Koretsky, School of Chemical, Biological, and Environmental Engineering Oregon State University Corvallis, OR 97331-2702

Milo Koretsky is a professor in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in chemical engineering. He is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals.

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Published

2015-01-30

Issue

Vol. 49 No. 1 (2015): Winter 2015

Section

Manuscripts