1. Coupling of the Flipped Classroom Approach with Project-based Learning in a Construction Engineering Undergraduate Course Fernanda Leite Assistant Professor Department of Civil, Architectural and Environmental Engineering The University of Texas at Austin Keywords: Project-based Learning, Active Learning, Flipped Classroom

2. Why? Provide students with real-world projects and challenges to foster and maintain student interest in Construction Engineering. Classes have been increasing in enrollment in the past years - challenge of continuing to provide students with unique project-based experience, originally designed for smaller classroom sizes. Provide students with project-based experiences in 80-100 student classrooms.

3. When? Spring 2011 – Developed an Estimating/Bidding course project, using real-world building construction project plans. Project too complex for the students. Students showed much enthusiasm with the project. – Organized a field trip to the construction site of an on-campus building. The field trip put into perspective several concepts that we learned in class. Spring 2012 – Developed series of in-class problem solving activities. – Revised the Estimating/Bidding course project. Worked with the UT Campus Planning and Facility Management (CPFM) professionals; they provided plans and specifications for plazas on campus. Students could walk up to the project they were estimating; made project more tangible. CPFM project managers served as mentors and evaluators of the student projects. Spring 2014 – Experimented with the “Flipped Classroom” approach for three lectures. Spring 2016 – Would like to couple Flipped Classroom with Project-based learning, moving to more hands-on problem solving and discussion in classroom, minimizing traditional face-to-face lectures.

4. Where? University of Texas at Austin Civil and Architectural Engineering juniors and seniors. Required course. ARE 323k is offered every semester: 2 sections in Spring/Fall, and 1 section in Summer. Class size: ~50 students per section. Meeting times: 3 contact hours per week. Teaching innovation designed for full course.

5. What? Developed: in-class problem solving activities, course project, limited number of flipped classroom recordings and related activities. Need to develop: coupling of flipped classroom approach and project-based learning. Theory of change: real-world construction projects can improve students’ understanding of the subject matter and help students related course material to practice. Activities that have worked well: active learning and in- class problem solving and mini-projects means class time is thinking time, teamwork results in better learning outcomes.

6. Prognosis? How are you documenting impact? – Student assessments and learning outcomes. – Students choosing to specialize in Construction. How do you plan to scale-up? – Incrementally increase coupling of flipped classroom and in-class, real- world, hands-on activities. What challenges are you currently facing? – Increasing class sizes (first semester had 35 students, last semester had 55 students per section). – Identifying feasible real-world projects with plans, and industry mentors. What advice would you like from others at FOEE? – In the past, background students need to develop project provided in traditional lecture-type classes. Would like to experiment using flipped classroom to teach the basics and focus on using class time for hands- on problem solving and project development. – How to best couple flipped classroom with project-based learning?