1. Flipping the Laboratory: Active and Student-Centered Learning for Biotransport Laboratory Tamara Kinzer-Ursem Assistant Professor Purdue University Keywords: transport, flipped Classroom, active learning, online lectures, teamwork, engineering design

2. Why? Student designed experiments for investigating molecular diffusion What problem are you solving? Students have little practical experience applying transport principles, nor designing their own solutions to engineering problems. Through inquiry-based modules, students are required to design, test, and analyze their own experiments. Students have trouble applying computational modeling to real- world examples. Integration of simulations and experimental design is required. What are your educational objectives? Upon completion of the course each student will be able to: Use theoretical transport equations to describe, model, analyze, and explain biomedical data. Design experiments to investigate transport phenomena, collect relevant data, and compile a comprehensive report that clearly demonstrates the findings and implications of the data. Work in a team to simulate and experimentally model transport, and use peer- and self-reviews to describe how each team member contributed to group efforts.

3. When? Developmental History Initial offering of Biotransport Laboratory class Introduction of 3 inquiry-based modules for team-based open- ended problem solving and design of experiment Lectures are recorded to accommodate previous instructor travel schedule Prof. Kinzer-Ursem flips the lecture with lecture time used for problem solving and interaction with student teams Lecture section cancelled and activities moved to laboratory sections and beyond - Complete redesign of online lecture material, coordinate lectures and in-class activities with laboratory activities, scale to larger class sections/more sections, look for wider distribution opportunities 2007 2011 2013 2014 2015 2016

4. Where? Biotransport curriculum for Biomedical Engineering at Purdue University Current course structure: Enrollment: Sixty-six students enrolled among 4 sections Section makeup: 4-6 groups per section; 3-4 students per group Assignments: 3 experimental design modules; 4-6 weeks per module Student tasks: Research, design and carry out an experiment, develop computational models, analyze results, and submit a final lab report Future Scale-up: To scale up our class size – Develop streamlined online lecture material – Make better use of TA participation in in-class activities To translate out to other BME programs or other disciplines – Develop modules based on a range of transport fundamentals

5. What? Developed learning activities and materials Inquiry-based modules that contain computer simulation, experimental design, implementation, and data analysis Use of CATME to establish teams and keep individuals accountable In-class problem solving activities What is your theory of change? Desired change is to increase students “ownership” of the design process (pre-senior design). To do this open-ended modules, team participation, and iterative design processes are key What has worked really well? Flipping the lecture has increased student teamwork Moving in-class activates into the lecture has increased student out-of class time participation Measurable factors affected by incorporating lecture into lab sessions. Enrollment ratios (top) and Participation (bottom). 2014=separate lab and lecture; 2015=lab + lecture integration

6. Prognosis? Documenting Impact Tracking student participation and student self-reporting Interfacing with instructors in senior design regarding student grasp of design principles Current Challenges Online lectures are not engaging (student’s tune out), Students do not actively participate in in-class problem solving, Students don’t integrate information from lectures into their project design (fumbling through) Advice from others at FOEE Advice on incorporating multimedia into recorded lectures Tips on in-class activities to get students engaged in the material Input/advice on improvement to documenting impact – Other assessment methods, tools for documentation, Advice on scale-up