Conference Session

ECCNE Technical Session 1 - Nuclear Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lily Ranjbar, Oregon State University

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

observing simulations without interaction. • Active Engagement: Copying experimental procedures and performing step-by-step tasks. • Constructive Engagement: Generating hypotheses, interpreting data, and reflecting on experimental outcomes. • Interactive Engagement: Engaging in discussions with peers to solve problems and co- construct knowledge. Fig. 4 presents preliminary questions to capture ICAP engagement elements within the virtual environment. Subject matter experts in Nuclear Science and Engineering, as well as Engineering Education, will review these questions to ensure that the survey effectively gathers the necessary data to assess cognitive engagement. 2. Construct Validation

Conference Session

ECCNE Technical Session 3 - Energy and Society

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Aldeman, Illinois State University; Connii Dyar, Illinois State University; Matthew Hagaman, Illinois State University

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

therenewable energy course then led the renewable energy class in a discussion about the pros andcons of several sustainable design attributes of the building, including building orientation andlayout features, efficient building envelopes, and estimated sizing and placement of aphotovoltaic system that could be integrated into the building design.AssessmentTo assess the renewable energy students’ work, students were required to submit a reflectionpaper. Expectations for the reflection paper were included in the project description given to thestudents at the beginning of the assignment, provided for reference in Appendix A. The reflectionpapers were expected to include the following minimum components: 1. Describe the project and the

Conference Session

ECCNE Technical Session 1 - Nuclear Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ira Harkness, University of Florida

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

Framework and Learning Theory ApproachIn our approach to implementing holistic energy education for nuclear engineering students, wegrounded our methodology in the constructivist learning theory to ensure a robust and effectivelearning experience. Constructivist learning theory emphasizes the importance of studentsconstructing their own understanding through active engagement and reflection [16]. To achievethis, we integrated interdisciplinary content and collaborative problem-solving activities thatreflect real-world scenarios. This way, students learn in contexts that mimic professionalpractice, enhancing the relevance and applicability of the concepts they study. Our educationaldesign also incorporates Kolb's experiential learning principles

Conference Session

ECCNE Technical Session 3 - Energy and Society

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tony Lee Kerzmann, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh; Suraya Rahim, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

Reflective Observation, where the learner reflects on theexperience, comparing it with their existing knowledge and noting any discrepancies. Throughthis reflection, the process moves to Abstract Conceptualization, where the learner develops anew idea or modifies an existing concept based on what they have learned. Finally, in ActiveExperimentation, the learner applies these newly formed or adjusted concepts to real-worldscenarios to observe the outcomes and further refine their understanding [6]. There is muchresearch available that associates the importance of experiential learning in capstone courses.McKim and Watson, provide examples of the successfully applying Kolb’s ExperientialLearning Cycle as a framework for designing and teaching their

Conference Session

ECCNE Technical Session 1 - Nuclear Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katie Snyder, University of Michigan; Aditi Verma, University of Michigan; Aisha Jagne, University of Michigan; Andy Pham, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

its‬‭strongest. Afternoon learning modules focused on communication, design, community‬‭engagement, or similar topics that tend to be more active. As reflected in one program‬‭participant's experience: “I particularly enjoyed having a graduate student as our instructor for‬‭the math section of the curriculum. Despite teaching Calculus, a topic we had no familiarity with,‬‭his instruction was fast-paced, but digestible, and tailored to high school students' learning style.‬‭The physics and math was challenging, but became more approachable due to the smaller cohort‬‭size, allowing for lessons to be more individualized, ensuring that each student grasped topics to‬‭the best of their ability. The thoughtfully structured schedule helped to reinforce

Conference Session

ECCNE Technical Session 3 - Energy and Society

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter John Garforth, Garforth International; Michael A. Nealon, Henry Ford College; Nicholas Paseiro, Henry Ford College; Herbert Sinnock, Sheridan College; Lynn A. Albers, Hofstra University

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

, was given an in-depth briefing as the planning started.From the start, the College recognized that its carbon footprint for staff and student travel was,based on benchmarking, likely to be as large as that caused by its buildings. The decision wasmade to defer this sector of energy and climate planning. The later addition of the “TransportDemand” expert role in the PWT organization reflects the deferral, not rejection, of this importantaspect.Based on the finally confirmed scope, the future plan’s 2039 Framing Goals were quickly alignedto be: • Source Energy efficiency will increase by 60% • Water efficiency will increase by 40% • Carbon footprint will reduce by 50% • Investment return will be at least 8% • Create a

Conference Session

ECCNE Technical Session 1 - Nuclear Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

DuWayne Schubring, University of Florida; Ira Harkness, University of Florida; Andreas Enqvist

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

inconsistent. The primary bifurcation of programs was if bothstatics and Physics 1 were required. Since the University of Florida requires Physics 1 for allengineering degrees, the NEP policy of requiring statics and mechanics of materials, but notdynamics, reflected the consensus of aspirant-peer programs.Second, the separation of thermal-fluid sciences (thermodynamics, fluid mechanics, heattransfer), reactor thermal hydraulics, reactor systems, and capstone design was inconsistent.There were two independent types of difference in this area. First, some programs (including the2012 University of Florida NEP) relied heavily on mechanical or chemical engineering thermal-fluids courses; others did this in-house. Second, reactor thermal hydraulics and

Conference Session

ECCNE Technical Session 2 - Alternative Energy Sources

Collection

2025 ASEE Annual Conference & Exposition

Authors

John R. Reisel P.E., University of Wisconsin - Milwaukee

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

achieved by their design at the 5-year and 10-yearmarks. To simulate presenting their proposed design to the utility company they are to submit adetailed written design report to the instructor and make a short oral presentation of their designto the class. Bonus points are still awarded for the top designs that were analyzed correctly andmet the design constraints.An additional feature was added to the project to enhance its realism. Twice during the semester,new or changed information was provided to the students on “change sheets”. The types ofchanges included revisions in price, the inclusion of an additional design constraint, and changesto an existing constraint. This was done to reflect that information and requirements may changeduring the