Five Years of Flipped Classrooms: lessons learned
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The Department offers a five-year program leading to the Bachelor of Architecture degree. The program provides opportunities for general education as well as preparation for professional practice and/or graduate study.
The Department of Architecture offers two graduate degrees in architecture: a three-year accredited professional degree (MArch) and a two-semester to three-semester research degree (MS in Arch). Double-degree programs are currently offered with the Department of Community and Regional Planning (MArch/MCRP) and the College of Business (MArch/MBA).
History
The Department of Architecture was established in 1914 as the Department of Structural Design in the College of Engineering. The name of the department was changed to the Department of Architectural Engineering in 1918. In 1945, the name was changed to the Department of Architecture and Architectural Engineering. In 1967, the name was changed to the Department of Architecture and formed part of the Design Center. In 1978, the department became part of the College of Design.
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1914–present
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- Department of Structural Design (1914–1918)
- Department of Architectural Engineering (1918–1945)
- Department of Architecture and Architectural Engineering (1945–1967)
Related Units
- College of Design (parent college)
- College of Engineering(previous college, 1914–1978)
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Abstract
In recent years, flipped classrooms have gained in popularity at many universities. However, they remain uncommon in design education. This paper presents the author's experiences creating and teaching flipped classrooms for required computing and communications courses over the past five years. In each of the two case studies, the introduction of flipped classrooms produced improvements in student learning outcomes, student engagement, and more efficient uses of school resources (e.g. contact hours, classroom space, TA's, etc.) compared to nonflipped versions of the courses. The author presents the details of the course structures, assessment methodology, and outcomes for the studies. The intent of presenting these studies is to share ideas about creating effective flipped classroom experiences and to help beginning design educators determine whether flipped classrooms are appropriate for their needs.
Comments
This proceeding is from NCBDS 33 | Begin w/ why: Ethics and values in beginning design (Salt Lake City: University of Utah, 2017).