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2016 ASEE Annual Conference & Exposition

A Flipped Solid Mechanics Course Designed Based on the Interactive, Constructive, Active, and Passive (ICAP) Framework

Presented at Flipped Classrooms in Mechanical Engineering

A Flipped Solid Mechanics Course Designed Based-on the Interactive, Constructive, Active, and Passive (ICAP) Framework

A Solid Mechanics course has been completely redesigned based on the Interactive, Constructive, Active, and Passive (ICAP) framework by Chi et al.[1]. According to Chi et al.[1], engagement behaviors can be categorized into one of the four modes: passive, active, constructive, and interactive; and out of these four modes, students’ learning increases when they are more engaged in course materials, from passive to active to constructive to interactive. Examples of passive learning include listening to a lecture; reading a book; and observing a video; etc.[2]. While active learning means students are actively manipulating course materials, for example, they write summaries of the text; take verbatim notes; copy solutions to example problems; pause, play, fast-forward, or rewind a tape; etc.[2]. Characteristics of constructive activities include new ideas being generated from outputs such as a concept map, a reflection report, self-generated notes, an explanation, etc. that go beyond what was presented[1]. Finally, being interactive means that students are interacting with others and each person involved needs to be constructive. Examples of interactive learning activities include, two students arguing and defending a position; two students asking and answering comprehension questions; etc.[1]. While the phrase “active learning” has been used a lot when one talks about a flipped classroom, there are different levels of “active learning” activities and a course that is designed to focus on more constructive and interactive learning activities will more likely enhance students’ learning.

To promote constructive and interactive learning, a new flipped course structure as well as various materials were designed and developed for a solid mechanics course and the new flipped model was implemented during the spring 2015 semester to a section of 93 mechanical and aerospace engineering students. The paper will describe examples of activities designed and implemented around each of the four learning modes, with a focus on constructive and interactive learning. Challenges to design and implement a course like this will also be discussed. The class taught in spring 2014 using the traditional lecture method will be used as the control group and the one taught in spring 2015 by the same instructor using the flipped model will serve as the experimental group. End-of-semester course evaluation survey data will be analyzed and compared for both groups both quantitatively and qualitatively. Students’ performances on three in-class preliminary exams will also be compared for both groups. Results suggest that the flipped model, designed using the ICAP framework was favored by students for various reasons, e.g., it better stimulates student thinking; it enhances a deeper understanding of the course materials; it made learning easier; it reduced total amount of time needed to study for this course; it helped to build a relationship among the peers; etc. It was also suggested that the flipped model may have helped students who would otherwise fail the class to successfully complete the class.

References
[1] Chi, M.T., and Wylie, R., “The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes”, in Educational Psychologist, 49(40), pp219-243, 2014.

[2] Chi, M.T., “Active-constructive-interactive: a conceptual framework for differentiating learning activities,” in Topics in Cognitive Science, 1, pp73-105, 2009.

Authors
  1. Dr. Haolin Zhu Arizona State University [biography]

    Dr. Haolin Zhu earned her BEng in Engineering Mechanics from Shanghai Jiao Tong University and her Ph.D. in Theoretical and Applied Mechanics from Cornell University, with a focus on computational solid mechanics. Dr. Zhu is an Associate Teaching Professor of the freshman engineering education team in the Ira A. Fulton Schools of Engineering at Arizona State University (ASU). In this role, she focuses on designing the curriculum and teaching in the freshman engineering program and the mechanical engineering program. She is also the Co-Director of the Grand Challenges Scholars Program (GCSP) at ASU. In this role, she focuses on student support and tracking, curriculum, program requirements, as well as programming for current students in GCSP. Dr. Zhu was also involved in the ASU ProMod project, the Engineering Projects in Community Service program, the Engineering Futures program, the Global Freshman Academy/Earned Admission/Universal Learner Courses Program, and the ASU Kern Project. She was a part of the team that designed a largely team and activity based online Introduction to Engineering course. She has also co-developed two unique MOOCs, Introduction to Engineering and Perspectives on Grand Challenges for Engineering for the Global Freshman Academy/ASU Earned Admission/Universal Learner Courses Program. Her Ph.D. research focuses on multi-scale multiphase modeling and numerical analysis of coupled large viscoelastic deformation and fluid transport in swelling porous materials, but she is currently interested in various topics in the field of engineering education, such as innovative teaching pedagogies for increased retention and student motivation; innovations in non-traditional delivery methods, incorporation of the Entrepreneurial Mindset in the engineering curriculum and its impact. She has published over 30 papers and presented at various conferences about her work. She is recognized as an Engineering Unleashed Fellow and won the Fulton Outstanding Lecturer Award for her contributions in Engineering Education.

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