Flipped Classroom Techniques in a Thermodynamics Course in Engineering Technology

Teaching undergraduate thermodynamics presents numerous challenges to educators due to its inherently complex and abstract nature.The vast array of applications in engineering requires educators to strike a balance between theoretical principles and practical examples, thereby creating a meaningful and applicable learning experience.This paper presents an approach to teaching an undergraduate thermodynamics course in engineering technology developed over four consecutive semesters blending traditional lecture-based teaching with flipped classroom techniques.The teaching methods used, and modifications made each semester are presented along with student performance.