Background To address some challenges that the large lecture-focused courses have faced in higher education, the flipped classroom model was implemented in mechanical engineering. The purpose of the study was to investigate mechanical engineering undergraduate students’ performance in the flipped classroom. A comprehensive analysis was conducted to investigate the pedagogical benefits of active learning in the flipped classroom from a self-determination theory perspective. To evaluate the effectiveness of the flipped classroom, students’ academic achievements in the flipped classroom were compared with the ones in the traditional lecture format. Moreover, to explore in-depth students’ learning experiences and their perceptions about the flipped classroom, students’ open-ended surveys were analyzed. Results Results demonstrated that students in the flipped classroom performed better and favored the new model, feeling that flipped classroom was useful and helpful in preparing for the course. The qualitative findings showed that students felt that they benefited from the pre-week online lectures in the flipped classroom to prepare for the course. Conclusions The current study shows that the flipped classroom model has the potential to create an autonomy-supportive learning environment and provide beneficial learning experiences. This study highlights the benefits of and future direction for implementing the flipped classroom in traditional mechanical engineering courses.

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Background: The purpose of this pilot study was to describe and explain how faculty operationalized, implemented and evaluated progression in reflective thinking as a key student transformational learning outcome in a newly created doctor of nursing practice (DNP) program.

Methods: In this pilot study, study participants (N=7) were full-time DNP students, with six having a nurse practitioner background. The key concepts of reflective thinking and transformational learning were operationalized through the use of a structured learning ePortfolio and a Reflective Writing Assignment that students completed at both mid- and end-of-
program. Faculty gave students feedback using a Reflective Thinking Rubric. To measure progression in students’ reflective thinking, a paired samples t-test was conducted to compare faculty ratings of students’ Reflective Writing Assignments using the rubric from mid- to end-of-program.

Results: Results demonstrated a significant difference in Reflective Thinking Rubric scores from mid- (M=1.9, SD=0.47) to end-of-program (M=2.5, SD=0.34); t = 4.11, p =.01, indicating a positive progression in students’ transformative reflective thinking and learning.

Nursing faculty on our campus often report they need to re‐teach what has been taught in physiology and courses that serve as pre‐or co‐requisite to the study of physiology. Students may have learned information well enough to take tests, but they have not integrated the material well beyond learning facts nor transported it to a “place” where they can share it. Using a number of the open course, Sakai, tools engages nursing students in their own learning experience. By adding the Sakai ePortfolio tools, students have an opportunity to reflect about their learning in preparation for clinical experiences. The ePortfolio tools allow opportunities for students to reflect and synthesize this information and express it in a way that prepares them for their clinical experiences. We will discuss simple ways for others to introduce students to “folio thinking” with the Sakai ePortfolio tools in this presentation. Several other Sakai tools that are being used will also be discussed such as: the Assignments, Modules, Resources, Chat, and the Samigo Test and Survey. These tools provide students access to course lectures, videos, publisher materials, and virtual labs. Students have responded positively to this teaching strategy. Student submissions reflect deeper understanding of the concepts through connections to their clinical experiences. The research question: The collaboration between basic anatomy and physiology instruction and a school of nursing faculty effect student learning. We will measure student and faculty satisfaction, changes, in retention and progress in the nursing program. Long term goals include: to follow nursing graduates in later employment and assess their perception of how their knowledge of the basic sciences has assisted them in their positions. The source of research support is local funding.