Research has been conducted in comparing different software packages including POLYMATH, Mathcad, MATLAB, Mathematica,

Maple and Excel for educational use in chemical engineering, and results indicated that MATLAB is especially excellent for
demonstrating matrix operations and multi- variable iterative processes (Shacham, 1999). In addition, MATLAB-based simulation
has been verified for promot- ing deeper understanding of process modeling techniques (Ekaputra and Huang, 2015). To solve
problems in MATLAB, students are required to derive mathematical models in MAT- LAB syntax and input the numerical data so
that MATLAB carries out all the calculation and shows the solution. It was reported that MATLAB/Simulink has been used for
decades in research and teaching in the field of chemical process control (Luyben, 1989). Additionally, a study summarizing
extensive use of computational simulation in control education reported MATLAB/Simulink as the preferred platform (Edgar et
al., 2006).

According to recent surveys conducted by engineering fac- ulty at Villanova University (Lee et al., 2014, 2015), many universities
such as University of Texas at Austin, Texas A&M University, Rensselaer Polytechnic Institute, Univer- sity of Massachusetts
Amherst, and University of Delaware, have included MATLAB training in their chemical engineer- ing curricula. It was also
revealed that chemical engineering alumni of Villanova University have little knowledge of MAT- LAB programming. Given the
knowledge gap, it is important to provide Villanova chemical engineering students the neces- sary training in MATLAB
programming, in order that students can efficiently handle problems in modeling and process con- trol and remain competitive in
the market place. Therefore, a MATLAB controller design module was introduced to the chemical process control course
CHE4232 at Villanova Uni- versity in 2013. This course provides an experience in which senior students must apply their
modeling skills to quantify the transient dynamics of chemical processes and thus design controllers with optimal performance.
However, despite all the benefits mathematical simulation software provides, there is a significant obstacle for the spread of
MATLAB in education: the mathematics-intensive property of computational model- ing methods are challenging for both
teachers and students to pick up in class. According to the end-of-course feedback from students in course CHE4232, challenges
mainly lie in three aspects: (1) senior students in chemical engineering have no background in MATLAB, (2) students cannot
review the ‘live’ lecture after class, and (3) students have limited opportunities to work with the instructor on their MATLAB
programs. Inno- vative teaching approaches are demanded to address these issues. Considering that chemical education research
empha- sizes active learning and problem-solving skills (Roxanne Toto, 2009), a newly emerged approach called inverted
classroom approach was developed in this work. The inverted classroom is a teaching format where video lectures are watched
outside of the classroom, while in-class time is designed for individ- ual and group problem-solving activities with assistance of
the instructor.

Inverted classroom approach provides an excellent plat- form for active learning as well as supports the needs of students with a
variety of learning preferences. The inverted format has been widely tested in different engineering pro- grams at various
universities, and it is continuously gaining popularity (Komulainen et al., 2012; Mason et al., 2013a,b; Bishop and Verleger, 2013).
For example, in a senior mechan- ical engineering course taught via the inverted-classroom

approach, not only was the instructor able to cover more material, but also students demonstrated equal or better performance
on quizzes, exams and design problems and showed equal or greater satisfaction for the course (Mason et al., 2013b). In a first
year engineering honors course, the conclusion was drawn that the inverted classroom format promoted the students’ deeper
learning (Morin et al., 2013). Some studies demonstrated that students who participated in the inverted classroom format
achieved higher scores on homework assignments, tests and projects, especially projects requiring design (Mason et al., 2013a;
Day and Foley, 2006; Moravec et al., 2010). Other benefits also include: making effec- tive use of class time, making good use of
technology, helping students become self-directed learners, fostering life-long learning skills, and providing collaborative
learning experi- ences (Kecskemety and Morin, 2014). Based on a survey of 24 published inverted classroom studies with a
combination of self assessment and performance test reporting method, the inverted classroom format tended to be perceived
positively by students (Bishop and Verleger, 2013). Students preferred in-class interactive learning activities to lectures and
scored higher in flipped classes on assignments, projects and tests (Bishop and Verleger, 2013). In general, inverted classrooms
can have a great impact on modern engineering education by facilitating students to become active learners and team players.

In 2015, the inverted classroom approach was employed in course CHE4232 for MATLAB programming. Although MAT- LAB is
regarded as an excellent tool intended for mathematical modeling, very few studies were performed previously about applying
inverted classroom on courses involving MATLAB. Nevertheless, previous studies neither focus on engineer- ing courses (Talbert,
2012) nor emphasize MATLAB as the major computational tool (Mason et al., 2013b; Morin et al., 2013; Kecskemety and Morin,
2014; Grzybowski, 2015). Con- sequently, they did not directly reveal the effect of inverted classroom on MATLAB employed
engineering courses. It is thus our aim in this work to investigate the effectiveness of implementing inverted-classroom
specifically in MATLAB employed process control course. Several inverted classroom MATLAB training modules were developed
in this course, which include: (1) simulation of ODE models in MATLAB, (2) Laplace transform and transfer function operation,
and (3) process controller design. The training modules demon- strate how to apply fundamental principles and techniques
students acquired in former courses to develop models and design controllers for real-world chemical processes. Three
anonymous surveys were conducted for the three teaching modules to evaluate the improvement of students’ technical
knowledge and skills through the implemented inverted- classroom approach. Results indicate that inverted classroom is a
promising approach that solves aforementioned issues of MATLAB teaching and therefore could foster the spread of MATLAB
utilization in Chemical Engineering curricula.

2. Course content, learning goal and inverted classroom approach

2.1. Undergraduate chemical process control course at Villanova University

The initial consideration of designing a chemical engineer- ing process is to maintain steady state. Besides, no design or