Flipped biomedical engineering classroom using pencasts and muddiest point web-enabled tools

Studies have shown that student-centered instruction can be more effective than teachercentered. Here, we investigate student persistence and attitude regarding several studentcentered strategies in a one-hour per week statistics and design of experiment course for upperdivision biomedical engineering (BME) undergraduates. More specifically, we ask "What is the effect of the flipped classroom, pencasts (online lectures), cyber-based muddiest point (unclear concept) collection, and group-based activities on student attitude and persistence?" The organization of classes is as follows: students watch pencasts outside of class, submit the muddiest and most interesting points online, engage in a review of the muddiest/most unclear points in class, and then apply the lecture material in- And out-of- class using group activities. Two surveys were administered anonymously to discern student value and attitude regarding these strategies: 1) the validated Student Value Survey on Muddiest Points (SVM) which focuses on interest and usefulness as well as cost (emotion, time, effort) related to muddiest point collection and 2) a new survey called the BME Student-centered Strategies (BSS) Survey regarding the flipped classroom, pencasts, muddiest points, and group activities. Survey analyses on the pilot data showed that the BSS was a valid and reliable survey. Preliminary analysis showed positive student attitude with respect to value, interest, and cost. Overall, both the persistence and survey data support this unique instructional paradigm as an effective pedagogy for teaching and learning in the flipped classroom.