Conference Session

Outreach Projects and General Energy Education

Collection

2007 Annual Conference & Exposition

Authors

Elizabeth DeBartolo, Rochester Institute of Technology; Margaret Bailey, Rochester Institute of Technology; Melissa Zaczek, Cummins; Timothy Schriefer, Rochester Institute of Technology; Patrick Kelley, Carnegie Mellon University; Mallika Ramaswamy, Rochester Institute of Technology; Nicholas Ryczko, Pratt & Whitney

Tagged Divisions

Energy Conversion and Conservation

, and a take-home activity; details for each are included below.Within a set of activities, the middle school students should be exposed to educational activitiesranging from basic comprehension to design and evaluation to reflecting on what they’ve learnedat home. The design team used Bloom’s Taxonomy7 as a guideline in this, and similar goalshave been set for other middle school engineering modules8. Kits developed to date include HeatTransfer, Chemical Energy, Electrical Energy, Solar Power, and Wind and Water Power.Instruction Manual: The instruction manual consists of a guide sheet, lesson plans, handouts,and assessment forms. The contents of the Instruction Manuals are available online so teacherscan browse and decide which kit(s) to use

Conference Session

Energy Learning through Simulation and Analysis

Collection

2006 Annual Conference & Exposition

Authors

David McDonald, Lake Superior State University

Tagged Divisions

Energy Conversion and Conservation

course descriptions included the following topics: • Magnetic circuits (7/8), • Three Phase (3/8), • Transformers (7/8), • Energy Conversion (8/8) • DC & AC Machines (8/8), and • Motor Drives (4/8).This small sample reflects the traditional cross section of an introductory course in the area ofenergy conversion in electrical engineering. The heart of transformer and motor instructioninvolves developing an electrical circuit model, and then using the model to perform loading Page 11.1131.3analysis. Fortunately, the topic areas listed above are suitable for computer-based modeling,simulation, and model validation.The School of

Conference Session

Energy Learning through Simulation and Analysis

Collection

2006 Annual Conference & Exposition

Authors

Timothy Skvarenina, Purdue University

Tagged Divisions

Energy Conversion and Conservation

utility generation andtransmission (ECET 331)), an electrical distribution course,4 and two controls courses. Despitethe tradition, the power courses sometimes come into question. One way of defending the powercourses is to make sure they contribute to the program outcomes, which reflect the ABET a-kitems in Table 1. Page 11.94.3As the department prepared for its first accreditation under TC2K, we developed programoutcomes. Later, as the process continued, it was decided that every course in the curriculumshould contribute to some of the outcomes. In order to strengthen the case for ECET 331, Idecided to incorporate a multi-week

Conference Session

Design Based Energy Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Oxana S Pantchenko, University of California at Santa Cruz; Tiffany Wise-West P.E., University of California Santa Cruz; Michael S. Isaacson, University of California, Santa Cruz; Ali Shakouri Shakouri, Purdue University

Tagged Divisions

Energy Conversion and Conservation

 with rebateoffsets, summaries of policy and permitting requirements, and making note of the potential for socialacceptance. Students were not given a budget for their projects but rather were instructed to keep theproposal’s estimated cost reasonable.  Despite discussions with the project mentor on this directive, itwas clear during and after the proposals were prepared that students were not cognizant of what a“reasonable” budget entailed. In reflection, the authors agree that student exposure to the varying scalesof cost associated with different renewable energy technologies could be presented during the lecturesand may result in better performance in this area.Through consultations with both the project mentor and course instructor before

Conference Session

Electrical Energy Courses, Labs, and Projects II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hayrettin Bora Karayaka, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

Energy Conversion and Conservation

. AC Circuits Overview, AC Power and 3-Phase Systems: Complex algebra, the concept of phasor in AC circuits, AC power and power factor are reviewed. The nature and dynamics associated with R-L and R-C circuits for AC operation, balanced 3-phase circuits and basics of power system analysis and design are also explained. 2. Transformers : Ideal transformer current voltage relationships, turns ratio, reflected impedance, non-ideal transformers, losses, equivalent circuit model, calculation of model parameters, per-unit calculations for single and 3-phase systems, various connection configurations for 3-phase transformers are presented. 3. Inductance, Resistance and Capacitance of

Conference Session

Project-based Education in Energy Courses

Collection

2010 Annual Conference & Exposition

Authors

Adrian Ieta, State University of New York, Oswego

Tagged Divisions

Energy Conversion and Conservation

slightdifference in the frequency of responses per score range.Fig 3 shows the distribution of scores corresponding to Q2 (Table 1). The pattern is fairly similar for thetwo data sets and reflects student confidence of having achived better understanding of energyconservation concepts. Page 15.800.9Figure 4. Distribution of student perceived improvement ratio R (post / pre course rating of energy conservationimportance)Fig. 4 shows the R distributions per ratio ranges with similar patterns for the two data sets. The figureshows that one third of the students for set 1 and slightly more for set 2 have not changed their ratings forpre and post course

Conference Session

Electrical Energy Courses - Labs and Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tan Ma, Florida International University; Osama A. Mohammed, Florida International University; Brandy Louie Serrano, Florida International University

Tagged Divisions

Energy Conversion and Conservation

towirelessly control power flow in a hybrid AC-DC power system. The methodologyencompasses numerous educational aspects that teach the undergraduate student a myriadof engineering concepts, all essential to his/her success as an engineer. Upon completingthis methodology with the instructor, the student will have been introduced to powerelectronics concepts such as microgrids, plug-in electric vehicles, power flow, anddevices such as bidirectional converters. The student has also familiarized themselveswith the fundamentals of Matlab Simulink and has gained a greater understanding ofmicrocontrollers and how they can be utilized to control power electronics devices on abasic level. The student should be able to reflect on all of these new and

Conference Session

Curricular Developments in Energy Education I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Robert W. Fletcher, Lawrence Technological University

Tagged Divisions

Energy Conversion and Conservation

conclusion of the Fall 2010 Semester, 74students had completed the EGE 5303 Energy and Environmental Management I course over theseven times it had been offered, although not all of those students were intending to complete theCEEM. In other words a few of those students were taking the CEEM-required course as aMechanical Engineering degree elective only.) Some of the 36 students completed an earlieriteration of the requirements wherein students were required to complete only one course, butneeded 18 months of experience and/or training instead of 12 months. The following results area reflection of both sets of students. Page 22.467.8An anonymous

Conference Session

Project-Based Education in Energy Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hassan Moghbelli, Ph.D., Texas A&M University, Department of Mathematics; Haitham Abu_Rub, Texas A&M University at Qatar, ECE Department

Tagged Divisions

Energy Conversion and Conservation

of installation causes loss of significant part of solar radiation energybecause of the permanent reflection. The angle between light and the collector surface, and alsothe time length of the solar day, sun appearance time on the top of the solar collector, is shorterthan duration of normal day especially in the summer. Figure 6 shows the effect of the lightangle on the generated current on a sample solar cell. Fig.6: Solar cell current variation due to variation of the sun light radiation angel on the surface of the solar cell [2]3.5 Using Moveable photovoltaic arrays to Increase EnergyIn contrast with the fixed PV array, the solar collector (or PV-array) which follows the

Conference Session

Energy Education Courses, Labs, and Projects

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carl J. Spezia, Southern Illinois University, Carbondale; Dwight Harold Thomas Jr.

Tagged Divisions

Energy Conversion and Conservation

video. Multimedia creates large files Custom animations available that must be downloaded. No streaming. MathCAD Easily displays complex Not designed to create equations and graphs. presentations. Changing parameters reflected automaticallyScreen Capture Panopto Server-based system integrates Editing tools crude and difficult multiple

Conference Session

Energy Conversion and Conservation Division Technical Session 2: Solar Track

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tessa Veurink, University of Pittsburgh; Bradley G. Fox, University of Pittsburgh; Sabrina R. Helbig, University of Pittsburgh; Duncan Penizotto, University of Pittsburgh; Robert J. Kerestes, University of Pittsburgh; Brandon M. Grainger, University of Pittsburgh

Tagged Divisions

Energy Conversion and Conservation

as reflect on progress and achievements for the atto-grid project.IntroductionToday, the global pandemic has affected and impacted professionals and students by hinderingthem from safely working together at an office, facility, or school. Because of this, manyprofessionals must work at home where electricity or internet connectivity issues may be moreprevalent than at their typical office. To address the need for a resilient power source for at-homeoffices, the team developed the atto-grid – a resilient power system that uses distributed powersources to safely and effectively power a typical at-home office load.The team designed the atto-grid for a senior design capstone project that complied withrequirements set by faculty, as well as

Conference Session

Energy Laboratory Development

Collection

2006 Annual Conference & Exposition

Authors

Philip Gerhart, University of Evansville; Andrew Gerhart, Lawrence Technological University

Tagged Divisions

Energy Conversion and Conservation

accurately reflect experimentalthermal efficiencies, and pointed to future experimental work.For this paper, two more objectives are met, contributing to the conclusions andrecommendations from the first paper. First, a direct assessment (and further indirectassessment) of the Rankine Cycler as a learning tool is performed. Student’s laboratory reportswere evaluated, so that ultimately the equipment can be used in the undergraduate curriculum inthe best possible manner.Inevitably, when a power generation plant is scaled-down and it has few efficiency-enhancingcomponents (e.g. lack of feedwater heaters, etc.), energy losses in components will be magnified,substantially decreasing the cycle efficiency. Although the Rankine Cycler is a useful tool

Conference Session

Diverse Issues in Renewable Energy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Slowinski , M.Ed., CREATE NSF-ATE; Kenneth A. Walz, Madison Area Technical College; Kathleen Alfano, College of the Canyons

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

traveling and resulted in short reportsafter travel.Site visit reports: Participants completed reports for each site visited. These forms consisted offive question prompts and resulted in formative, reflective reports that captured their experiencesat each visit and also acted as informal journals that they could use in the future to identifytrends, concepts and/or innovations that they found notable. The reports also served as a recordfor their continued investigation into their individual inquiry question(s).Sector Reports: Upon return, participants were paired up on teams based on their specific areaof renewable energy expertise to complete sector reports which compared and contrasted theGerman and U.S. energy industry, educational pathways

Conference Session

Energy Conversion and Conservation Division Technical Session 2: Solar Track

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matt Aldeman, Illinois State University; Jin Ho Jo, Illinois State University

Tagged Divisions

Energy Conversion and Conservation

mission of the program is “to prepare technically-orientedmanagerial professionals and leaders for business, industry, government, and education byarticulating and integrating competencies in Renewable Energy.” The program preparesgraduates for jobs in the fields of energy and renewable energy systems as well as regulatory andgovernmental agencies. To meet the demand for well-rounded graduates who are knowledgeablein both technical and economic aspects of renewable energy systems, an interdisciplinarycurriculum was developed, consisting of a multitude of selected courses from across theuniversity. In 2018, the name of the program was revised to the “Sustainable and RenewableEnergy” program to reflect the increasingly broad array of energy

Conference Session

Design Experiences in Energy Systems

Collection

2007 Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University

Tagged Divisions

Energy Conversion and Conservation

. Gears Motor Spool with fishing line Weights Figure 6 Small motor dynamometer.Knowing the torque/speed output characteristic of the motor as a function of I/V input allows usto combine the motor and solar panel I/V output to get the torque/speed characteristic of thesystem. The process is as follows: 1. First the I/V motor characteristic curve for each of the tested loads (torque) is plotted along with the solar panel I/V curve, see Figure 7. Note that the motor data in Figure 7 reflects additional data taken to investigate the stalled motor and subsequent start

Conference Session

Curricular Developments in Energy Education

Collection

2008 Annual Conference & Exposition

Authors

Kenneth Van Treuren, Baylor University; Ian Gravagne, Baylor University

Tagged Divisions

Energy Conversion and Conservation

technical and social content.This need for energy education is the fundamental motivation for the energy awareness efforts atBaylor University. According to the National Energy Policy7, the U. S. must have between 1,300and 1,900 new electricity generation plants in place to meet the projected 45% increase inelectrical demand by the year 2020. Economic and political policies often reflect the unspokenassumption that the United States will be able to continually increase its reliance on naturalresources and more importantly, energy resources. On May 2, 2007, a local newspaper editor Page 13.491.2took time to remind the public of the energy history

Conference Session

Novel Energy Applications in Education

Collection

2008 Annual Conference & Exposition

Authors

Christopher Schroeder, University of Toledo; Mohammad Elahinia, University of Toledo; Walter Olson, University of Toledo; Mark Schumack, University of Detroit Mercy

Tagged Divisions

Energy Conversion and Conservation

the model (whether they were obtained or developed). These drive cycles may reflect city, highway, mountainous, etc. ‚ Generate a plot that displays the average fuel consumption and the drive cycle for different mass vehicles. ‚ Determine what kind of drive cycles the vehicle exhibits the best fuel economy and explain why this is so. ‚ Determine the optimal size of vehicle this technology is applicable for. ‚ Discuss possible drawbacks from the model and provide recommendations for how it can be improved.For additional information regarding theory and background refer to the references:1. Wu, Bin, Lin, Chan-Chiao, Filipi, Zoran, Peng, Huei, Assanis, Dennis, Optimal Power Management for a Hydraulic Hybrid

Conference Session

Investigating Alternative-energy Concepts

Collection

2009 Annual Conference & Exposition

Authors

Narayanan Komerath, Georgia Institute of Technology

Tagged Divisions

Energy Conversion and Conservation

. This reflects the philosophy taught in ourcourse that the “Requirements Definition” is the real core of the project design, and involves thegreatest thinking and learning of issues. They confirmed the importance of providing feedback,and setting clear and high expectations, rewards and incentives. These findings reinforce ourcourse structure, especially aspects such as the midterm public poster presentation. This sets up avery focused and probably scary event, from which students come back exhilarated by thefinding that they do very well in explaining their ideas to an outside audience.Learning ResourcesThe search for good learning resources on this complex area took us far and wide. There aremany resources, but they are spread out over the

Conference Session

Sustainability and Hands-On Activities

Collection

2017 ASEE Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland Eastern Shore; Madhumi Mitra Ph.D, University of Maryland, Eastern Shore; Xavier Shastri Domnique Henry, University of Maryland, Eastern Shore

Tagged Divisions

Energy Conversion and Conservation

traditional gasoline or as its own alternative fuel in newer technologyvehicles. The Gracilaria grown in the IMTA tank is commonly referred to as a nuisance alga sinceit readily forms pervasive blooms around the Mid-Atlantic region. .Fortunately, from a biofuelsperspective, the seaweed is comprised of quantities of easily fermentable sugars. It is this sugarthat the participants made use of in this lab, by simply macerating the alga and then treating it withbasic baker’s yeast and allowing the medium to culture over a 24- hour period. Thereafter, themedium was filtered of solids and distilled to reveal the small amount of crude ethanol liberatedby the process. In a retrospective discussion, participants were given the opportunity to reflect onthe

Conference Session

Energy Conversion and Conservation Division Technical Session on Conservation and Optimization

Collection

2018 ASEE Annual Conference & Exposition

Authors

Radian G. Belu, Southern University and A&M College; Lucian Ionel Cioca, Lucian Blaga University of Sibiu; Richard Chiou, Drexel University

Tagged Divisions

Energy Conversion and Conservation

in similar projects are highly appreciated and welcomed.References1. G.T. Heydt, and V. Vittal, Feeding our profession, IEEE Power & Energy Magazine, vol. 1(1), 2003, pp 38-45.2. Energy Utility Consultants Inc. Proceedings of January 23-24, 2007 seminar, Solutions to an Aging Workforce.3. U. S. Department of Labor, Bureau of Labor Statistics, http://www.bls.gov.4. W. Reder, Managing an Aging Technical Workforce, EnergyBiz., May/June 2005.5. G. Gross, G.T. Heydt, P. Sauer P. and V. Vittal, Some reflections on the status and trends in power engineeringeducation, IERE Workshop: The next generation of power engineers and researchers, Montreal, Quebec, Canada, 10Oct. 2003.6. K. C. Judson, Restructuring Engineering Education: Why, How And When

Conference Session

Energy Conversion and Conservation Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Radian G. Belu, Southern University and A&M College

Tagged Divisions

Energy Conversion and Conservation

students toencounter the core concepts and principles, while managing a specific project, thereby enablingthe acquired knowledge application. PBL goes beyond the relationships between knowledge andthinking, helping students to both know and do. In fact, it is focuses on doing something andlearning on the way [8, 12-27]. PBL main features from the student learning point of view are:1. In PBL, a student-centered approach, the focus is on the student competencies to design and toreach the solution, around their concerns and skills, the end product being a reflection of them.  2. In PBL the students solve problems, through self-management, project management, andcritical knowledge are enhanced, as they manage the work, offering frequent feedback, self

Conference Session

Assessment, Course, and Curricular Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quinn Langfitt, Washington State University; Liv Haselbach P.E., Washington State University

Tagged Divisions

Energy Conversion and Conservation

accuracy. That is, the focus is on increasing familiarity with energy literacy bythe students examining energy concepts rather than deep and exact technical knowledge. Asimple example of this would be a high score for the technical dimension for a group proposing aperpetual motion machine (considered impossible under the current theories of physics), but whostill identify, discuss, and examine important concepts of energy and motion.Transitioning into rating, the session leader covered five posters from the 2014 ImagineTomorrow competition, by showing the posters to the raters and explaining what scores might begiven and why. These posters were chosen to reflect a range of quality. The session leader hadrated two sets of posters in the past and

Conference Session

ECCD Innovations in Energy Engineering & Technology

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jim Pytel, CREATE and Columbia Gorge Community College, The Dalles, OR

Tagged Divisions

Energy Conversion and Conservation

programmable logic at thesame time as combinational and sequential logic. The new digital electronics 1 and 2 playlists atColumbia Gorge Community College reflect this modernized approach by incorporatingprogrammable devices and HDL early. Additionally, an inexpensive FPGA trainer board hasbeen incorporated into the curriculum that allows students to program the device at home.In 2014 in cooperation with CREATE Columbia Gorge Community College began to developand use flipped classroom resources to teach the “EET111 Basic Electronics 1: DC CircuitAnalysis” course. These resources incorporate a significant number of basic circuit analysisillustrated example problems, live action videos, applications, and photos of instrumentation andlab experiments. The

Conference Session

ECCD Innovative Teaching Applications

Collection

2015 ASEE Annual Conference & Exposition

Authors

Thomas E McDermott P.E., University of Pittsburgh; Renee M Clark, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

in general pleased with the performance on thesein-class active learning assignments. In an open-ended question about the benefits of flippedinstruction, the students identified the ability to re-watch videos (2 students), problem solvingduring class (2 students), flexibility (1 student), and reinforcement of concepts (1 student). In asecond open-ended question about drawbacks and suggestions relative to the flipped classroom,two students expressed dislike of the flipped classroom, and three provided suggestions about theuse of in-class time, including more worked example problems during class (2 students).Instructor Reflections Page

Conference Session

ECCD Innovative Teaching Methods & Outreach

Collection

2015 ASEE Annual Conference & Exposition

Authors

Madhumi Mitra Ph.D, University of Maryland, Eastern Shore; Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Xavier Shastri Domnique Henry, University of Maryland, Eastern Shore; Courtney RC Shirvani, University of Maryland Eastern Shore

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

particular focus on bioenergy and bioproducts to STEAM educators and researchers; and2) to develop and provide curricular materials and a set of teaching tools for educators forenhancing multidisciplinary instruction in the areas of sustainable bioenergy and bioproducts.The academy focuses on lessons and activities pertaining to sustainability, systems thinking,bioenergy, bioproducts, bioheat, biopower, and environment and policies related to energyissues. The participants got the opportunity to acquire concrete experiences involving teamwork,time management, and project execution skills; reflected on their learning experiences throughpresentations and the end of the institute; developed concepts related to organic chemistry,physics, engineering

Conference Session

Energy Resources, Efficiency, and Conservation

Collection

2006 Annual Conference & Exposition

Authors

Sarma Pisupati, Pennsylvania State University; Wendy Mahen, PennSylvania State University; Mark Deluca, Pennsylvania State University; Martin Gutowski, Pennsylvania State University

Tagged Divisions

Energy Conversion and Conservation

exams.Comments like “Quizzes didn't always seem to reflect the "important" material presentedin the lessons”, “Quizzes every week. Sometimes the quizzes were completely differentfrom the self assessment”, “the quizzes every week, because they were really difficult,they are more difficult than the exam, which is odd” show that concern.However, the practice questions were changed to multiple choice format midway throughthe semester and a study guide was provided highlighting the important concepts thatstudents need to concentrate on. Comments like – “the tests. I felt a study guide wouldhave helped out and a little later in the course we were provided with one” indicated thatthey like straight forward questions and study guides.Another difference in this

Conference Session

Topics in Biomass and Gasification Processes

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Milwaukee School of Engineering; Kyle Pace; Jeremy R Anderson, EASENET

Tagged Divisions

Energy Conversion and Conservation

) Max. Temp. (40 g)Temp. Cellulose Temp. Lignin Direct Combustor Direct Combustor 2286 K 1837 K 673 K 691 KAs expected, the experimentally-measured temperatures were significantly lower than thecalculated theoretical adiabatic flame temperatures as a result of the assumptions described inEquation 5, derived from Equation 4 above. Moreover, the overall initial fuel mass had littleimpact on the maximum measured temperature. So, the deviation in measured temperaturesbetween 30 g and 40 g in the direct combustor likely reflects the inaccuracy of the experimentalflame temperature interrogation technique. 40 35 Direct Combustion 40 g 30

Conference Session

Topics in Biomass and Gasification Processes

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wookwon Lee, Gannon University; Harry R. Diz, Gannon University

Tagged Divisions

Energy Conversion and Conservation

Activities Conference.Finally, a Course Exit Survey was given in the end of each semester to collect student’s assessmenton their learning and course itself. All of the assessments indicated that students learningexperience was great, including positive reflections of their experience in traveling to Washington,DC, as part of the project team, to participate in the US EPA-sponsored expo.5. Discussion, Conclusions, RecommendationsIt was found that the energy yield upon torrefaction was more than 90% of untorrified energycontent and loss in mass per pellet was less than 2%. The overall conversion efficiency from wet-weight biomass material to ultimate pellet would be subject to further refinement, but it appearedthat dry weight could directly

Conference Session

Project-Based Education in Energy Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Radian G. Belu, Drexel University

Tagged Divisions

Energy Conversion and Conservation

the manufacturer data sheets, application notes, and technical manuals andcomponent specifications. The experience of teamwork, prototype design and test, which wouldbe difficult to complete individually, gives the students a sense of satisfaction andaccomplishment that is often lacking in many engineering courses, not including projects.Furthermore, the design experience motivates student learning and develops skills required inindustry. The students were able to make satisfactory estimations and calculations of theseprojects. Their results reflect that they have understood well all the basic ingredients of themodeling techniques and design of the renewable energy systems. They were also very pleasedwith the approach used to teach them. Our

Conference Session

Curricular Developments in Energy Education I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margaret B. Bailey, Rochester Institute of Technology

Tagged Divisions

Energy Conversion and Conservation

to 3.5, careful analytical reading declined from 4.2 to 3.4,and so on, where a rating of five reflects a strong agreement and one represents a strongdisagreement with the provided statement. To improve clarity of the survey question, the 2005 Page 22.1351.10question related to “lifelong learning abilities” was rewritten to refer to “independent learningabilities” and the opinion data declined most significantly on this question from 3.7 in 2005 to2.9 in 2008. Table 3. 2008 Student Opinions Regarding Technical Book Review Project (n=28) Question