Implementation of Flipped Classroom in a Master-level Chemical Engineering Course: Lessons Learned from our Experience

Paper in proceeding, 2024

Motivated by reported benefits of the “flipped classroom” methodology, we attempted to implement flipped classroom in the “exercise sessions” of our master-level chemical engineering course. We are not experts in any pedagogical field, and during our first two attempts we experienced difficulties teaching in a way which motivated higher levels of active student participation. Based on our observations and feedback from students, we believe that our third attempt was more successful. Here we summarise the differences in how we designed the exercise sessions of our course from 2022 to 2024 and explain our thoughts about why we observed a more active classroom atmosphere on our third attempt. We also reflect on the lessons we think we can use in our future teaching.