Work-in-Progress: Incorporating active learning and the entrepreneurial mindset into a first level electrical circuits course

Abstract

This work-in-progress paper investigates the effects of an alternative instructional format in teaching a first level electrical circuits course with a lab component. The research for this paper centered around implementation of a flipped classroom design. The flipped model has gained popularity in recent years based largely on the promise that such structural modifications will allow instructors to move coverage of critical background information out of classroom time, allowing more innovative, problem-based, and active learning activities to take place in the classroom [1]. Despite the potential benefits of flipped course design, many engineering classes, and engineering as a whole, still lag behind their non-STEM colleagues in successfully implementing the flipped model of instruction and research on flipped models within early courses (including circuits) remains limited [2].