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

2. 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.

3. 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 ENGR3160 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.

4. ENGR3160 Fluid Mechanics Technology-enabled fluid mechanics is designed for an entire course (ENGR3160), 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.

5. 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 iPad 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 3d 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).

6. 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.