Transformation in SE Education

Full Session with Abstracts

339351-1 - Development, Implementation, and Outcomes of an Inverted Structural Engineering Curriculum

Friday, April 20
1:30 PM - 3:00 PM
Location: 202A

In the ever-broadening field of civil engineering, curricula are required to include new and emerging areas. Structural engineering content is being compressed at all levels of the curriculum; consequently, in many schools structural design is no longer a requirement for a civil engineering degree. Structural engineering educators need to reimagine how traditional material can be covered more efficiently and how new material can be included, while engaging this generation of students in an active environment.
In higher education the inverted classroom is fast becoming the pedagogy of choice to facilitate a more active learning environment in the classroom. In most engineering courses inversion entails a shift of theoretical lecture content away from the in-class time and into the student time spent outside the classroom. Students are expected to watch recorded content prior to class so that time in the classroom can be focused on active learning (problem solving or laboratories). This active learning strategy allows the focus of faculty-student interactions in class to be on the application and higher levels of Bloom’s taxonomy that are targeted in structural engineering courses.
The process used to develop and implement inversion of five specific courses, Mechanics I: Fundamental Behavior, Mechanics II: Material Behavior, Structural Analysis, Steel Design, and Reinforced Concrete Design, which comprise the undergraduate structures curriculum track, is discussed. Two methodologies for inverting content are presented, strategies for ensuring and tracking student participation are highlighted. Specific techniques related to inversion and development of active class sessions are discussed. Lessons learned from implementing the inverted classroom will be reviewed. Assessment methodologies including data on viewing behaviors, performance metrics, and survey data are highlighted. Student outcomes related to viewing behaviors and learning are presented and compared for sophomore, junior, and senior level courses.

David W. Dinehart

Professor
Villanova Unviersity

Structural Engineering Professor of 20 years.

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339351-1 - Development, Implementation, and Outcomes of an Inverted Structural Engineering Curriculum



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