Keywords Fluid Mechanics Flipped Classroom Technologyenabled Fluid Mechanics

Keywords: Fluid Mechanics, Flipped Classroom Technology-enabled Fluid Mechanics: A Problem-Based Learning Approach C. Brock Woodson College of Engineering University of Georgia

Objectives? • Improve the student learning experience in gateway engineering courses. 1. Enhance student learning and problem solving skills in a structured environment. 2. Increase student retention within the College of Engineering. 3. Provide an experiential learning opportunity in the face of limited resources.

Developmental History • In the face of rapid college growth and comparatively low retention rates, I implemented a flipped classroom approach. • The flipped course was first offered in the Fall of 2014 and has been subsequently offered in the Spring of 2015 by another instructor using my videos. • Also during the 2014 -2015 academic year, the lab component of ENGR 3160 was removed. • Development of virtual lab and demonstration modules tpo retain experiential learning opportunity of the lab module. • The development of the virtual lab components is ongoing during the summer and fall of 2015.

ENGR 3160 Fluid Mechanics • Technology-enabled fluid mechanics is designed for an entire course (ENGR 3160), the college-wide fluid mechanics offering. • Course covers elementary fluid mechanics through differential analysis of fluid flow. • Required for 7/9 majors within the college • Considered a college-wide milestone course.

Innovation Materials • The course consists of about 90 individual videos including example problems. • New technology installed in the classroom so that I could use an i. Pad projected onto the classroom screen. • We are developing 3 -6 virtual lab modules accompanied by in class demonstrations. • For example, in one of the modules, students use a 3 d scanner to scan everyday objects that can then be imported into a flow simulator. • Students are then asked to describe and compare the flow patterns of the objects for a variety of wind speeds (and consequently Reynolds numbers).

Assessment and Future Directions • We are documenting impact by comparing percentage of students attaining a C or better to previous semesters, student and faculty surveys, and CETL mid-semester evaluations. • We are scaling up the innovation to all fluid mechanics offerings within the college and exploring extension to other milestone courses such as statics and thermodynamics. • Biggest challenge is student buy-in at the beginning of the semester.