Can a First-year Professor be More Successful with a Flipped Classroom than with a Traditional Classroom?
Document Type
Conference Proceeding
Publication Date
6-2017
Abstract
We assessed the impact of the flipped classroom model on a first year faculty member’s performance. In the fall semester, the first year faculty member was responsible for teaching two sections of a junior-level, required class: ECE-360 / Signals and Systems (3 credits). The class has historically been taught in a traditional lecture format. In the spring semester, the first year faculty member was responsible for teaching two sections of another junior-level, required class: ECE-322 / Embedded Microcontrollers (3 credits). The class has historically been taught in a flipped format. First, the first year faculty member’s student performance on the ECE-360 (traditional format) and ECE-322 (flipped format) final exams were compared. Our results show that the first year faculty member’s student performance moved from a uniform distribution (traditional format) to a truncated normal distribution with a higher mean (flipped format). Second, the first year faculty member’s student performance on the two final exams was compared with previous years’ student performance. Our results show that the first year faculty member’s student performance in ECE-360 (traditional format) were more poorly distributed with a lower mean than previous years. However, in ECE-322 (flipped format) the first year faculty member’s student performance distribution and mean were commensurate with performance from previous years. Third, student surveys and faculty interviews were conducted. From our analysis, we find strong quantitative and qualitative evidence that the first year faculty member was more successful teaching in a flipped mode classroom. Additionally, the improvements in student performance seen in the flipped classroom required less preparation on the part of the first year faculty member, leading to higher levels of faculty and student satisfaction.
Recommended Citation
Thomas, Steward J. and Budnik, Mark M., "Can a First-year Professor be More Successful with a Flipped Classroom than with a Traditional Classroom?" (2017). Engineering Faculty Publications, Patents, Presentations. 78.
https://scholar.valpo.edu/engineering_fac_pub/78
Comments
Presented at the 2017 ASEE Annual Conference, Columbus, OH, June 25-28, 2017.