Lesya M. Hassall is a program coordinator at the Online Learning Innovation Hub in Center for Excellence for Learning and Teaching, Iowa State University. Her professional responsibilities revolve around assessment and meaningful integration of learning technologies into teaching and learning, course design and development, universal design for learning and faculty professional development. Lesya received her doctoral degree in Instructional Technology from Iowa State University in 2006 and has since been involved in many teaching and learning projects, including pedagogical applications of virtual reality, mobile technologies, audience response systems and social media in higher education settings. Lesya also holds a MA degree in teaching English and German as second languages from Nizhyn State University, Ukraine.Ms. Nadia V. Jaramillo Cherrez, Iowa State University Nadia Jaramillo is a PhD student in Curriculum and Instructional Technology at Iowa State University. She holds a B.S in Computer Science, a B.A in teaching English, and an M.A in TESL/Applied Linguistics with specialization in Computer-assisted language learning. Nadia holds a certificate in Instructional Design. Her educational experience involves 10+ years of teaching in k12 and in higher education contexts. Currently, Nadia works as a graduate research assistant in the Online Learning Hub-Center for Excellence in Learning and Teaching at Iowa State University. Nadia works as a research assistant in the Online Learning Hub at the Center for Excellence in Learning and Teaching. Her major research projects are about the implementation and efficacy of innovative learning approaches such as flipped learning, blended/hybrid learning and team-based learning. Her research interests lie upon the intricacies amongst the design of learning environments, human-computer interaction, online learning. Dr. Mathew Hagge, Iowa State UniversityMatt Hagge is a Senior Lecturer at Iowa State University. He has spent his career talking to students to figure out how students think and learn. The result of these talks has been the development of a course-wide decision framework for a thermodynamics course that allows students to solve previously unseen problems while building their expertise. This pedagogy is called Decision Based Learning, and has received tremendous student feedback and results. Students are able to solve complex problems through understanding rather than memorization and copying. Learning how to think, how to self reflect, how to take personal responsibility for learning, and the development of expert problem solving skills are all reasons why this style of teaching is life changing for many students.c American Society for Engineering Education, 2016 WORK IN PROGRESS Flipping Engineering by Design AbstractIn a flipped mechanical engineering sophomore design course, students engaged with interactive online learning modules and follow-up graded quizzes prior to face-to-face hands-on collaborative sessions. Analysis of the student post-assessment respo...