Transcript Coupling of the Flipped Classroom Approach with Project

Keywords: Project-based Learning, Active Learning, Flipped Classroom
Coupling of the Flipped Classroom
Approach with Project-based Learning in a
Construction Engineering Undergraduate
Course
Fernanda Leite
Assistant Professor
Department of Civil, Architectural and
Environmental Engineering
The University of Texas at Austin
Why?
• Provide students with real-world projects and
challenges to foster and maintain student interest
in Construction Engineering.
• Classes have been increasing in enrollment in the
past years - challenge of continuing to provide
students with unique project-based experience,
originally designed for smaller classroom sizes.
• Provide students with project-based experiences
in 80-100 student classrooms.
When?
• Spring 2011
– Developed an Estimating/Bidding course project, using real-world building
construction project plans. Project too complex for the students. Students
showed much enthusiasm with the project.
– Organized a field trip to the construction site of an on-campus building. The field
trip put into perspective several concepts that we learned in class.
• Spring 2012
– Developed series of in-class problem solving activities.
– Revised the Estimating/Bidding course project. Worked with the UT Campus
Planning and Facility Management (CPFM) professionals; they provided plans and
specifications for plazas on campus. Students could walk up to the project they
were estimating; made project more tangible. CPFM project managers served as
mentors and evaluators of the student projects.
• Spring 2014
– Experimented with the “Flipped Classroom” approach for three lectures.
• Spring 2016
– Would like to couple Flipped Classroom with Project-based learning, moving to
more hands-on problem solving and discussion in classroom, minimizing
traditional face-to-face lectures.
Where?
• University of Texas at Austin Civil and
Architectural Engineering juniors and seniors.
• Required course.
• ARE 323k is offered every semester: 2 sections
in Spring/Fall, and 1 section in Summer.
• Class size: ~50 students per section.
• Meeting times: 3 contact hours per week.
• Teaching innovation designed for full course.
What?
• Developed: in-class problem solving activities, course
project, limited number of flipped classroom recordings
and related activities.
• Need to develop: coupling of flipped classroom approach
and project-based learning.
• Theory of change: real-world construction projects can
improve students’ understanding of the subject matter
and help students related course material to practice.
• Activities that have worked well: active learning and inclass problem solving and mini-projects means class time
is thinking time, teamwork results in better learning
outcomes.
Prognosis?
• How are you documenting impact?
– Student assessments and learning outcomes.
– Students choosing to specialize in Construction.
• How do you plan to scale-up?
– Incrementally increase coupling of flipped classroom and in-class, realworld, hands-on activities.
• What challenges are you currently facing?
– Increasing class sizes (first semester had 35 students, last semester
had 55 students per section).
– Identifying feasible real-world projects with plans, and industry
mentors.
• What advice would you like from others at FOEE?
– In the past, background students need to develop project provided in
traditional lecture-type classes. Would like to experiment using flipped
classroom to teach the basics and focus on using class time for handson problem solving and project development.
– How to best couple flipped classroom with project-based learning?