SCUPI

Recently, Sichuan University’s various schools conducted conclusion evaluations for the “Sichuan University 10th New Century Higher Education Teaching Reform Project.”

On September 26th, Professor Xu Jin from the Sichuan University-Pittsburgh Institute (SCUPI) hosted a project conclusion meeting, which also served as the first teaching seminar for the Fall 2024 semester. The meeting was held in Room N209 of SCUPI new building, with over 20 faculty members in attendance.

Professor Xu Jin’s project, The Integration of Flipped Classroom and Project-Based Learning in Mechanical Engineering EMI: Practice and Effectiveness Evaluation, was supported by Sichuan University’s 10th Teaching Reform Project in 2023.

The primary goal of this university-level project is to activate students’ initiative in learning and to develop their ability to apply theoretical knowledge to solve real-world engineering problems as early as possible.

During the seminar, Professor Xu first provided a brief introduction to the flipped classroom approach and the preparation work involved. He shared various teaching platforms and tools that assist with flipped classroom implementation, such as learning management systems, video production software, and online quiz platforms.

Next, Professor Xu vividly demonstrated how the hybrid teaching method, combining flipped classroom and project-based learning, was successfully applied to the Circuits and Engineering Product Design courses.

For Circuits, Professor Xu adopted the flipped classroom model, recording concept explanation videos for students to study before class. In-class time was then focused on group projects, problem-solving, and online assessments. This teaching method significantly boosted student engagement and exam performance.

Similarly, in Engineering Product Design, the flipped classroom approach was effectively used. By encouraging students to preview project content ahead of time, the traditional classroom was transformed into a student-centered environment focused on active exploration and hands-on practice. During class, Professor Xu moved around the room, addressing and solving students’ questions from their pre-class assignments and in-class practice. The course results were equally impressive, with marked improvements in student engagement and exam scores.

Additionally, Professor Xu highlighted the challenges encountered with this hybrid teaching model, such as varying levels of student acceptance and inconsistent pre-class assignment completion. To address these issues, he proposed solutions like enhancing the interactivity and appeal of pre-class content and introducing incentive mechanisms to motivate students.

The seminar concluded with a lively discussion among the faculty regarding the hybrid teaching model. Professors Gamil Alamrani and David Jeffrey provided valuable suggestions on improving the appeal and effectiveness of pre-class video materials. They also discussed strategies to further enhance student initiative and optimize the hybrid teaching approach.

Students are the central focus of learning. This seminar not only showcased the significant results of integrating flipped classrooms with project-based learning but also offered new ideas for exploring and implementing innovative teaching models that foster student initiative. This effort will help SCUPI faculty continuously advance teaching reform and innovation, laying a solid foundation for improving educational quality.