2025 ASEE Annual Conference & Exposition

Organizing classroom structure is a primary job for each instructor. In this work we present a comparison of three different sections of an Engineering Statics class over the course of the Fall 2024 semester: 1) MWF flipped class, 2) MW flipped class w/some lecture, and 3) a T-Th lecture class. All three classes use common midterm exams (three total) and weekly quizzes. The exams are primarily auto-graded except for a small amount of hand grading for free-body diagrams. All classes also have a common final that is 100% auto-graded. The goal of this work is to compare outcomes of of the same class being taught flipped, hybrid, andlecture, and observe how it affects student performance and engagement.

In previous semesters, students were only allowed one attempt on the weekly quizzes, but in this team-taught semester students were allowed two attempts to determine if any extra study time spent on a second attempt would improve their quiz and exam scores. Weekly quizzes use preprogrammed problems with algorithmically generated values to provide variety to each student’s attempt. The quizzes also allow students to review the attempt with minimal feedback later but do not provide numerical or step-by-step solutions.

This work could help determine where students respond most strongly to lecture and flipped class formats, and help increase student engagement and overall learning throughout the course.