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where she teaches undergraduate courses in civil engineers. Before coming to SCU, Laura was a post doctoral scholar for the John Muir Institute of the Environment at University of California, Davis where she used multi-dimensional models to examine water quality of the San Francisco Bay Delta system. She earned her masters and doctoral degrees at UC Davis and her undergraduate degree (all in civil engineering) is from Loyola Marymount University.

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This work expands previous work (Doyle and Nilsson, 2016) on the impact that pedagogical changes, including a hybrid flipped classroom, have on student engagement and retention of material in engineering statics. During two academic years (2015-2016 and 2017-2018), data were collected from eight total engineering statics sessions. The data set includes prerequisite grades, final statics grades, scores from pre-and post-statics concept inventory and a post-course survey administered via google forms. The additional data collected during 2017-2018 provides a more robust data set to draw conclusions on the effectiveness of the pedagogical changes. The data show underrepresented minorities (females) are more engaged in the material with the hybrid flipped classroom, and more importantly, make greater gains in knowledge compared to their male counterparts. Across all data, female students concept inventory scores show greater gains from pre-to post-course. Female students (n = 36) increase concept inventory score by 138% compared to an increase of 77% by male classmates (n = 90). The value of active pedagogies was reinforced as 58% of all students stated that this course 'increased' or 'greatly increased' their interest in engineering with a greater percentage of females indicated the course 'greatly increased' their interest in engineering. Results from this study are of particular interest as engineering programs strive to retain all students, especially underrepresented minorities, and to increase diversity and inclusion in engineering. An unexpected result of this work was the reinforcement of the need for targeted faculty development in the implementation of activelearning methodologies to insure the method has the intended effect on student learning and engagement.