Work in progress: Energy Sustainability for First-Year Engineering Students- Exploring Renewable Energy Production through Hands-on Activities

Mohammad Heshmati; Bill B Elmore

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Conference: 15th Annual First-Year Engineering Experience Conference (FYEE)
Location: Boston, Massachusetts
Publication Date: July 28, 2024
Start Date: July 28, 2024
End Date: July 30, 2024
Page Count: 6
DOI: 10.18260/1-2--48643
Permanent URL: https://peer.asee.org/48643
Download Count: 54

Paper Authors

biography

Mohammad Heshmati Mississippi State University orcid.org/0000-0002-4004-4345

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Dr. Mohammad Heshmati is an assistant professor in Swalm School of Chemical Engineering at Mississippi State University. His background is in Petroleum Engineering academia and industry settings. He is currently teaching Petroleum and Chemical Engineering courses at MSU and performs research in the fields of energy sustainability and dynamics of fluid flow in porous structures

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Bill B Elmore Mississippi State University

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Bill B. Elmore, Ph.D., P.E., is an Associate Professor and Director of the Swalm School of Chemical Engineering, holding the Deavenport Chair in Chemical Engineering. Research interests: biotechnology for renewable energy and innovation in engineering education

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Abstract

Project-based, experiential learning (PBL) facilitates learning through hands-on projects, and when appropriately planned, it fosters the development of collaboration, communication, safety awareness, and critical thinking skills, as well. At Mississippi State University, the Introduction to Chemical and Petroleum Engineering and the Analysis courses are delivered in the fall and spring semesters of the first academic year, respectively. These courses are examples of, a) addition of hands-on projects (Introduction to Chemical and Petroleum Engineering) and, b) transformation of a completely lecture-based offering to a mostly PBL-based experience over the span of several years (the Analysis course). This transformation is closely following the guidelines and criteria established by the Accreditation Board for Engineering and Technology (ABET) and High-Quality Problem-Based Learning Organization (HQPBL). According to HQPBL, a successful PBL experience must include these characteristics: “Intellectual Challenges and Accomplishments”, “Authenticity”, “Public Product”, “Collaboration”, “Project Management”, and “Reflection”. In this manuscript, our primary focus lies on “Authenticity”, emphasizing the significance of projects that generate tangible benefits for individuals and communities beyond the educational environments of classroom and school. While fossil fuels have historically played a pivotal role in technological advancement and enhancing human livelihoods, their irresponsible use poses drawbacks. To address these challenges, alongside stricter regulations, alternative energy sources have emerged. These sources include wind, solar, geothermal, nuclear, CO2 conversion to fuel, hydropower, ocean energy, bioenergy, and others. These developments offer potential solutions to mitigate the environmental impact of fossil fuels on climate change and global warming. However, the new energy sources, although deemed clean and sustainable, have their own sets of drawbacks which are to be considered for realistic planning and investment purposes. Energy has immediate real-life impact on people and communities outside school; therefore, it clearly meets HQPBL’s “authenticity” criteria. At Mississippi State University, for the two courses that are mentioned above, we designed hands-on experiential projects that are focused on energy production, and more specifically, sustainable energy production (wind, solar, and geothermal energy projects). In addition, we have designed an experimental module for ambient CO2 capture. Our objective is to fulfill all necessary ABET and HQPBL criteria, while acquainting students with the benefits and drawbacks of various energy sources. Each energy production project requires students to refine their designs and conduct efficiency analysis for comparative purposes. We are continuously expanding our collection of projects directly tied to energy production and aim to develop a comprehensive portfolio in the near future.

Citation
Format

Heshmati, M., & Elmore, B. B. (2024, July), Work in progress: Energy Sustainability for First-Year Engineering Students- Exploring Renewable Energy Production through Hands-on Activities Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48643

TY - CPAPER
AB - Project-based, experiential learning (PBL) facilitates learning through hands-on projects, and when appropriately planned, it fosters the development of collaboration, communication, safety awareness, and critical thinking skills, as well. At Mississippi State University, the Introduction to Chemical and Petroleum Engineering and the Analysis courses are delivered in the fall and spring semesters of the first
academic year, respectively. These courses are examples of, a) addition of hands-on projects (Introduction to Chemical and Petroleum Engineering) and, b) transformation of a completely lecture-based offering to a mostly PBL-based experience over the span of several years (the Analysis course). This transformation is closely following the guidelines and criteria established by the Accreditation Board for Engineering and Technology (ABET) and High-Quality Problem-Based Learning Organization (HQPBL). According to HQPBL, a successful PBL experience must include these characteristics: “Intellectual Challenges and Accomplishments”, “Authenticity”, “Public Product”, “Collaboration”, “Project Management”, and “Reflection”. In this manuscript, our primary focus lies on “Authenticity”, emphasizing the significance of projects that generate tangible benefits for individuals and communities beyond the educational environments of classroom and school.
While fossil fuels have historically played a pivotal role in technological advancement and enhancing human livelihoods, their irresponsible use poses drawbacks. To address these challenges, alongside stricter regulations, alternative energy sources have emerged. These sources include wind, solar, geothermal, nuclear, CO2 conversion to fuel, hydropower, ocean energy, bioenergy, and others. These developments offer potential solutions to mitigate the environmental impact of fossil fuels on climate change and global warming. However, the new energy sources, although deemed clean and sustainable, have their own sets of drawbacks which are to be considered for realistic planning and investment purposes.
Energy has immediate real-life impact on people and communities outside school; therefore, it clearly meets HQPBL’s “authenticity” criteria. At Mississippi State University, for the two courses that are mentioned above, we designed hands-on experiential projects that are focused on energy production, and more specifically, sustainable energy production (wind, solar, and geothermal energy projects). In addition, we have designed an experimental module for ambient CO2 capture. Our objective is to fulfill all necessary ABET and HQPBL criteria, while acquainting students with the benefits and drawbacks of various energy sources. Each energy production project requires students to refine their designs and
conduct efficiency analysis for comparative purposes.
We are continuously expanding our collection of projects directly tied to energy production and aim to develop a comprehensive portfolio in the near future.
AU - Mohammad Heshmati
AU - Bill B Elmore
CY - Boston, Massachusetts
DA - 2024/07/28
PB - ASEE Conferences
TI - Work in progress: Energy Sustainability for First-Year Engineering Students- Exploring Renewable Energy Production through Hands-on Activities
UR - https://peer.asee.org/48643
DO - 10.18260/1-2--48643
ER -