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On Why the Flipped Classroom Model May Be the Optimum for Heat Transfer Education

[+] Author Affiliations
Chris J. Kobus

Oakland University, Rochester, MI

Paper No. HT2013-17093, pp. V004T16A001; 8 pages
  • ASME 2013 Heat Transfer Summer Conference collocated with the ASME 2013 7th International Conference on Energy Sustainability and the ASME 2013 11th International Conference on Fuel Cell Science, Engineering and Technology
  • Volume 4: Heat and Mass Transfer Under Extreme Conditions; Environmental Heat Transfer; Computational Heat Transfer; Visualization of Heat Transfer; Heat Transfer Education and Future Directions in Heat Transfer; Nuclear Energy
  • Minneapolis, Minnesota, USA, July 14–19, 2013
  • Conference Sponsors: Heat Transfer Division
  • ISBN: 978-0-7918-5550-8
  • Copyright © 2013 by ASME


Much has been made of recent news that the field of heat transfer has fewer teaching professors now than in years past. It remains a challenging field for many college students who then tend to go into other engineering applications. But this trend can be reversed by utilizing modern educational tools in a flipped class model that takes advantage of and optimizes both online delivery in concert with classroom activities. Specifically, the flipped classroom model allows for the use of graphical visualization of heat transfer (a phenomena that for the most part is outside our visual spectrum) in an online format and active learning exercises that engage students in the classroom. This paper will explain how both sides of this educational equation may be the optimal method for heat transfer content delivery.

Copyright © 2013 by ASME



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