In a transformative educational endeavor taking in a department of mechanical engineering technology at a 4-year degree awarding institution, it was decided that 75% of the course be delivered with “active-learning instruction” by fall 2017 in order to better prepare its graduates to succeed in the “new” evolving industrial revolution. A strategy adopted by the author in contributing towards this goal is by flipping a plastics engineering technology course that was taught with the traditional classroom approach consisting in-class lectures and out-of-class homework assignments. This study reports the process of flipping the course and its subsequent comparative results using the traditional classroom approach of teaching the course as a baseline. Also, the author shares some of the lessons learned in this preliminary endeavor.
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