Craven, K. K. (2016, June), Student Learning Materials for Ability Enhancement in an Engineering Course  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25905

\bibitem{asee_peer_25905}
  Craven, K. K. (2016, June), \emph{Student Learning Materials for Ability Enhancement in an Engineering Course}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25905

Kristine K. Craven.  "Student Learning Materials for Ability Enhancement in an Engineering Course".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25905 Internet.  02 Jan, 2025

\bibitem{asee_peer_25905}
  Kristine K. Craven.
  "Student Learning Materials for Ability Enhancement in an Engineering Course".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25905 Internet.  02 Jan, 2025

@INPROCEEDINGS{asee_peer_25905
author = "Kristine K. Craven"
title = "Student Learning Materials for Ability Enhancement in an Engineering Course"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25905}
number = {10.18260/p.25905}
}

TY  - CPAPER
AB  - There is a vast array of topics that must be covered in the first Engineering Thermodynamics course.  A thorough understanding of these topics will affect the student's success or failure in other engineering courses.  Most of these topics rely on the student's ability to retrieve property and state data from various tables that are typically included in the textbook, thus this ability is critical to the student's success in thermodynamics and other engineering courses.  Although many textbooks cover this information, the amount of practice problems is often insufficient when compared to the magnitude of the task and its importance within the course.  Therefore, additional exercises and supplemental materials have been developed to assure that the students achieve this ability before moving on with the remaining course topics.

Course handouts have been designed and distributed to the students, as well as being posted on the eLearn course site, that are intended to help students create a systematic approach to completing the task at hand.  To increase the opportunity to practice and encourage the student to take appropriate time in learning, electronic quizzes have been developed that pull randomly from a large database of questions.  The students are allowed to complete the quiz multiple times.  Since the questions are chosen randomly from a large database, the quizzes are different every time.  Also, the quizzes are enhanced to give feedback for the incorrect responses, again allowing the students to learn from their mistakes.   

As a final step in the process, a game has been developed to be played in class at the appropriate point before moving on to the remaining topics.  The students are given the general idea of the game beforehand and told that performance on the game will award them with bonus points that will be included in their overall homework average for the semester.  

Approximately one-and-a-half weeks of the course are devoted to this critical topic and skill.  Similar techniques have been used in other courses and the general concept could be modified to work for many engineering courses.

AU  - Kristine K. Craven
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Student Learning Materials for Ability Enhancement in an Engineering Course
UR  - https://peer.asee.org/25905
DO  - 10.18260/p.25905
ER  -