Work in progress: Teaching design theory and mastercam in a hybrid flipped classroom environment

Abstract

The revision of the junior-level Computer Aided Design and Manufacturing course MFGE3316 was driven by three forces: ABET, keeping current on an ever-changing software program, and fostering classroom discussion. At an ABET outcomes annual review, the consensus opinion was that the students could effectively design but they needed more practice to better recognize the concepts of engineering design theory. This weakness led to a push for students to practice more with designing and design theory before their senior design courses. Traditionally, MFGE3316 lectured on design theory, fundamentals of CAD/CAM systems, and CNC code generation by CAD/CAM software using a combined class/lab time. The Mastercam software is important for preparing students for industry, but was taking significant classroom time and resources. The revised course pedagogy is a hybrid flipped classroom environment to shift instruction of software use out of the classroom, but the instructor did not have the time or resources to create and continually update video content on how to use Mastercam. Instead, the instructor assigned an "e-text" (SolidProfesor account) for the course. The videos from the e-text are assigned to be watched before coming to class for that topic. During class the instructor does a short overview, leads discussion, and then the students work on the lab. Previously, a significant portion of the lab and class time was devoted to lecturing on software use. This change in pedagogy has allowed more time for in-class discussion and in-class design exercises. As well, the change in presentation style has resulted in more rapid understanding of Mastercam, as evidenced by the semester week in which the class completes the labs. The use of the e-text has also assisted the instructor with keeping class content up-to-date for each new version of the software without having to personally create new videos. The effectiveness of the additional time spent on design theory was assessed with the beginning of semester and end of semester engineering design self-efficacy survey instrument. This instrument was administered to determine if the course and time spent on design had an effect on the students' engineering design self-efficacy.