2025 ASEE Annual Conference & Exposition

Building on a previous variation on the flipped classroom concept, and combining aspects of technical communication and peer instruction, each student in both the fluid mechanics and thermodynamic courses prepare and present the day’s lesson material to their classmates. The courses within the Mechanical Engineering Technology major of the Engineering Technology Department at XYZ are required for the major and are typically comprised of senior engineering students. The lessons are selected early in the semester when the course schedule is distributed and students with a strong preference can volunteer for a certain topic. The assignment carries the weight of one homework and accompanies a student data sheet which is used to introduce the student lecturer. The student lecturer then develops the lesson and example problem using the assigned reading from the textbook, the lesson objectives, and occasional support from the instructor. The students are encouraged to use multiple mediums to present the topic and solve a pertinent example problem. The students typically use a slide presentation combined with the white board to solve the example problem although no constraints are placed on the student for the lecture. Following brief admin notes and an introduction, the student then lectures for the first 10-15 minutes of the day's lesson. Following the lesson, the class is asked to name what the student lecturer did well and one thing they could have improved - most often, the student rushes the delivery. Often, the introduced material is referred back to during the instructor’s portion of the lecture and the second voice aids retention of the material to the rest of the class. Benefits from this effort are the introduction of key points that can be referenced during the instructor's portion, preparing and executing a presentation, and instructing their peers. Essentially, the student prepares and presents a familiar topic to an informed and friendly audience.