Conference Session

Thermodynamics, Fluids and Heat Transfer I

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah A. Roller, University of Alabama, Huntsville; Francis Christopher Wessling, University of Alabama, Huntsville

Tagged Divisions

Mechanical Engineering

Paper ID #18365Reflecting on the Reflections Driving Variations in Heat Transfer TeachingDr. Sarah A. Roller, University of Alabama, Huntsville Sarah A. Roller is an Assistant Professor in Mathematics Education at the University of Alabama in Huntsville. She received her Ph.D. in curriculum, teaching, and educational policy from Michigan State University. Her research interests include teacher preparation and mentoring practices, research-based instructional strategies for teaching mathematics and STEM education, and teacher development.Dr. Francis Christopher Wessling, University of Alabama, Huntsville Professor, Mechanical

Conference Session

Mechanical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Benson, Arizona State University; Haolin Zhu, Arizona State University

Tagged Divisions

Mechanical Engineering

Paper ID #12366Student Reflection, Self-Assessment and Categorization of Errors on ExamQuestions as a Tool to Guide Self-Repair and Profile Student Strengths andWeaknesses in a CourseDr. David Benson, Arizona State University Dr. David Benson is a Senior Lecturer with the Ira A. Fulton Schools of Engineering at Arizona State University. Dr. Benson develops and teaches classes in ”Introduction to Engineering” and project-based classes such as EPICS and Global Engineering.Dr. Haolin Zhu, Arizona State University Haolin Zhu is a faculty lecturer in the Ira A. Fulton Schools of Engineering at Arizona State Univer- sity. She

Conference Session

Mechanical Engineering Technical Session: Pedagogy II - Best Teaching Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Esmee Vernooij, University of Illinois at Urbana-Champaign; Catherine LaBore, University of Illinois at Urbana-Champaign ; Ava R. Wolf, Center for Innovation in Teaching and Learning; Cheelan Bo-Linn, Center for Innovation in Teaching & Learning, University of Illinois; Robert Thomas Baird; Nattasit Dancholvichit, University of Illinois at Urbana-Champaign; Leon Liebenberg, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanical Engineering

, and theengaging process of curating learning experiences and artifacts, we hypothesize that students willcome to perceive their classroom learning experience as being multi-dimensional and immersive.Teaching students about meta-learning and requiring them to reflect on their learning viaePortfolios should further support a holistic learning experience. For the instructor and teachingassistants, ePortfolio-based projects will provide a good catalog of work for assessing studentmastery as well as the opportunity to make meta-learning and reflective practice part of theassessment process. As students will also have the opportunity to give and receive feedback fromtheir peers, they will have the benefit of incorporating other views and

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; John M. Mativo, University of Georgia

Tagged Divisions

Mechanical Engineering

Page 26.886.1 c American Society for Engineering Education, 2015 Impact of reflective learning practices on students' learning of engineering dynamicsIntroductionEngineering is known as a challenging major that many students withdraw because of lowacademic achievement 1. Component Display Theory defines learning in two dimensions:content and performance 2-4. Content includes accepting facts, concepts, procedures, andprinciples; while performance refers to three phases of learning including remember, application,and generalities. Higher levels in both dimensions suggest a higher understanding degree anindividual gains. However, students’ feedback and assessment results suggest

Conference Session

Mechanical Engineering Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Nihad Dukhan, University of Detroit, Mercy; Mark Schumack, University of Detroit, Mercy

Tagged Divisions

Mechanical Engineering

probe the ability of students to a)explain the societal context of engineering, b) explain the importance of pro-active communityservice, and demonstrate an inclination to continue such service in the future, c) exhibit anappreciation of communication with non-engineers and finally, d) challenge some of thestudents’ stereotypes regarding others. The service-learning project was executed incollaboration with a local not-for-profit organization. Reflections were conducted by thestudents by answering a set of carefully-phrased questions after conducting the project. Analysisof students’ responses as well as the implications of the trends obtained, are explained in thispaper. The recorded benefits of service learning are described and can be

Conference Session

Mechanical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diane L. Peters, Kettering University; Joy Arbor, Kettering University

Tagged Divisions

Mechanical Engineering

. Page 24.1118.1 c American Society for Engineering Education, 2014 Student Perceptions of Connections between Statics Class and Co-op Work ExperienceAbstractIn this paper, a collection of essays written by students at Kettering University in a sophomore-level engineering class, Statics, is analyzed to determine what connections the students seebetween their classroom experience in Statics and their co-op work experience. These studentswere given a class assignment to write an essay in which they reflected on the links betweentheir co-op work assignment and their Statics course. The pedagogical purpose of thisassignment was to prompt students to think in depth about the

Conference Session

Statics and Dynamics in Mechanical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Deboer, Purdue University, West Lafayette; Maria J. Gerschutz, Trine University; David A. Evenhouse, Purdue University; Nimit Patel, National Science Foundation; Edward J. Berger, Purdue University, West Lafayette; Nick Stites, Purdue University, West Lafayette; Craig Zywicki, Purdue University, West Lafayette; David B. Nelson, Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette

Tagged Divisions

Mechanical Engineering

the Freeform environment (e.g., in-class active learning).However, the comprehensive implementation of Freeform Dynamics in the Fall 2015 courseconstituted a major change in her instructional practice. To navigate and document thistransformation process, the instructor implemented what shall be referred to here as reflectiveteaching practice, both on an individual basis and in concert with the research team.Reflective Teaching and LearningLiterature regarding the dissemination of educational innovations has previously made direct tiesbetween the dissemination of ideas and the development of reflective teaching practice16.Reflective teaching practice encourages a heightened awareness of the teaching and learningexperience, with an eye towards

Conference Session

Design Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana - Champaign; Ava R. Wolf, University of Illinois at Urbana-Champaign; Nattasit Dancholvichit, University of Illinois at Urbana - Champaign; Leon Liebenberg, University of Illinois at Urbana - Champaign

Tagged Divisions

Mechanical Engineering

as a series. Lessons from previous mini-projects are built into subsequentprojects, and each offers loosely-defined analytical questions and open-ended design questionsthat require independent research. The unfolding of scaffolded mini-projects offers an orderlymechanism for students to grow and demonstrate important engineering competencies, especiallywhen offered in tandem with teaching-learning-assessments via ePortfolios. ePortfolios havebeen shown to be effective in documenting learning competencies, enabling meta-analysis andpersonal reflection, and improving skills in the use of social media to communicate ideas. Ineffect, mini-projects combined with ePortfolios may help to facilitate deeper understanding ofcourse content, make the

Conference Session

Trends in Mechanical Engineering I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy C. Bradshaw, University of Oklahoma; Zahed Siddique, University of Oklahoma; Patricia Lea Hardre, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Mechanical Engineering

2020 [13 and 14]. The key message gleaned is that engineering education has toadapt to the challenges of the future.  For engineering education to adapt for the challenges of the future, curricular changes are needed –but those must be part of a larger systemic change in the organizational culture of engineeringeducation. Faculty are the critical component in achieving the necessary systemic transformation.Facilitating the development of desired skills, dispositions, and reflective habits of mind within ourstudent populations requires a critical mass of faculty able and eager to embody and enact thesedesired characteristics. How can we assist faculty to be vital stakeholders in the cultural shift weseek within engineering education, a shift

Conference Session

Mechanical Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Reddy, University of San Diego; Breanne Przestrzelski, University of San Diego; Susan M. Lord, University of San Diego; Imane Khalil, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

to develop and implement workable, appropriatesolutions [7], and that failures to do so can have consequences for their technologies [8]. Whileability to reflect on the context of engineering solutions is associated with their success in theprofession [9], training students to do this—and doing so in ways that are well-integrated into therest of a course—is by no means easy. As historian Atushi Akera has pointed out, althoughcurrent ABET criteria would ideally be considered a space for supporting educationalinnovation, these criteria are often just another set of requirements that educators must developstrategies to meet [10]. Indeed, ABET’s shift to focus on students as emerging professionals hasvaluable outcomes [11], but includes many

Conference Session

Thermodynamics, Fluids and Heat Transfer - II

Collection

2008 Annual Conference & Exposition

Authors

David Benson, Kettering University

Tagged Divisions

Mechanical Engineering

, manystudents quickly find themselves so far behind in the reading that they can no longer catch up. A reading log system where content responsibility is progressively shifted from theinstructor’s questions to student identification and reflection has been developed andimplemented in junior-level Fluid Mechanics and Thermodynamics courses to address several ofthe issues associated with student use of the textbook. The goal of the reading log is to improvestudent use of resource material and to provide opportunities for students to develop skills inreading scientific material. Reflective questioning, guided identification of key concepts,probing questions and cyclic problems are some of the tools that are used to stimulate student useof the

Conference Session

Active and Project-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Garrett Miles Clayton, Villanova University; Teresa Genevieve Wojcik, Villanova University; Aleksandra Radlińska, Villanova University; Noelle K. Comolli, Villanova University

Tagged Divisions

Mechanical Engineering

– theonly instructor guidance is rule clarifications.After the allotted time, students are asked to reflect in groups on their experience. The class thencomes together to share the reflections and a lecture is given regarding the underlying conceptscovered by the impromptu design exercise. Note that the reflection, discussion and lecture arecritical because they solidify the concepts that are somewhat self-taught during the impromptudesign exercise.2.1.1 Motivation for the use of Impromptu Design Exercises: The educational research on designeducation is specifically focused on design as a behavior – that is to say that the act of design is aset of actions that the engineer does [5]. Thus, in order to develop this behavior, engineeringstudents

Conference Session

Computing in the classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

B. K. Hodge, Mississippi State University; Govinda Mahajan, Mississippi State Univeristy

Tagged Divisions

Mechanical Engineering

the water hammer wave is flowing to the right with the steady-state velocity, V; the fluid after the passage of the wave is at rest, but the head is increased by ΔH and the pipe wall distended because of the increased pressure.t = L/a The water hammer wave has reached the pipe entrance where the compression wave is reflected as an expansion wave. The fluid in the pipe is at rest, but the pressure is increased and the pipe wall distended.t = 3/2·L/a The expansion wave (the compression wave reflected from the free surface) is moving to the right and is half way between the pipe entrance and the valve. The fluid, moving to the left

Conference Session

Thermodynamics, Fluids, and Heat Transfer II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul Nicholas van Bloemen Waanders, California Polytechnic State University, San Luis Obispo, Mechanical Engineering; Andrew Kean, California Polytechnic State University; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanical Engineering

% error off of the measured value while the remaining groups average a 36% error. Asimilar trend is seen with those groups that include an atmospheric condition state in their model,with a 15% error in those that do and a 41% error with those that do not. This provides insight intothe successful methods of solving this MEA and what possible concepts the students are missing.Another method of assessing the MEA is a long reflection tool that allows the students to thinkabout what they learned and record the troubles and successes that they experienced. From thespring to the summer the students indicated in the reflection that they learned very similarconcepts; 63% of the students indicated that they learned about modeling a polytropic process

Conference Session

Statics and Finite Element Analysis

Collection

2015 ASEE Annual Conference & Exposition

Authors

Francesca G. Polo, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

, coaching, scaffolding, articulation, reflection,and exploration. Because the learning environment is context specific, its design may use onlysome of these teaching methods, or some more than others. Page 26.1687.4                         Content Types of knowledge required for expertise • Domain knowledge: subject matter specific concepts, facts

Conference Session

Mechanical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Sheryl A. Sorby, Ohio State University; James P. De Clerck, Michigan Technological University

Tagged Divisions

Mechanical Engineering

learning styles and levels of motivation. Both modules begin with an instrument(learning style inventory or motivation questionnaire), then a tutorial that gives students a firsthand experience of the influence of learning style or motivation, then questions of understanding,then a tutorial about learning style or motivation strategies, then reflection questions, and finallyan evaluation of the module.Learning Styles Module The learning styles module begins with a Barsch learning styleinventory2. This module creates the “first hand experience” by asking students to learn materialthat is presented in different learning styles. It presents tutorials on mitosis and Punnett squares

Conference Session

Mechanical Engineering Technical Session: Labs & Projects - New Opportunities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Khalifa H. Harib, United Arab Emirates University; Sangarappillai Sivaloganathan, United Arab Emirates University; Rihab Kamal M. Hamza, United Arab Emirates University; Muthanna Ahmed Aziz, United Arab Emirates University

Tagged Divisions

Mechanical Engineering

distinguishes and connects the current or actual level ofdevelopment of the learner and the next level attainable through the use of tools and facilitationby a capable adult. The authors believe that this area has to be considered carefully in thecurriculum development so that the students’ initial reluctance and hesitation are designed out.They decided to adopt a hybrid model adopting and mixing Instructivism and Constructivism.Instructivism in this context places emphasis on the educator in control of what is to be learnedand how it is to be learned, and the learner is the passive recipient of knowledge whileconstructivism emphasizes that people construct their own understanding and knowledge ofthe world through experiencing things and reflecting on

Conference Session

Mechatronics in the Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yunfeng Wang, College of New Jersey; Christopher Ault, College of New Jersey; Teresa Marrin Nakra, College of New Jersey; Andrea Salgian, College of New Jersey; Meredith K. Stone, Independent Evaluator

Tagged Divisions

Mechanical Engineering

authors). Throughout the semester we worked with an independentevaluator to develop and administer student surveys and interviews. Students were asked to keepa reflection journal. The detailed information on course model and implementation are describedin our paper published in the 2010 ASEE Annual Conference and Exposition11. A few highlightson course structure and enrollments are listed as follows:Course ObjectivesEnrolled students have different backgrounds, concentrations and goals. We establishedindividual course objectives for each major based on their disciplinary background, as well ascommon course objectives for all students.AssignmentsThere are graded individual homework assignments and graded teamwork assignments. Thegraded individual

Conference Session

Mechanical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Heather E Dillon, University of Portland

Tagged Divisions

Mechanical Engineering

formulated with several objectives: • Encourage students to reflect on thermodynamic concepts and link them to more concrete applications. • Enable students to communicate thermodynamic concepts using media or methods they felt comfortable with. • Connect more directly with students in a large lecture environment. • Foster a collaborative learning environment in the classrooms as students engaged with other student projects.The specific project described was also intended to address needed pedagogical elements in theclass. Felder et al. has identified several types of learning styles including visual, verbal, sensing,intuitive, global, sequential, and more.10 Felder recommends that engineering instructors focus noton specific

Conference Session

Microcontrollers, Programming, and Data Acquisition

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sean Patrick Kirby, University Of Maryland, Eastern Shore; Julius Omokiniovo Ejenavi, Morgan State University; Payam Matin, University of Maryland, Eastern Shore

Tagged Divisions

Mechanical Engineering

components of a SHPB. The main four components are the Striker,Incident bar (Input bar), Transmitter bar (Output bar) and Specimen. The specimen is placedbetween the incident and transmitter bar. The striker acts as a projectile applying a high impactforce on one end of the incident bar creating a compressive stress wave. The wave propagates ina uniaxial direction into the incident bar reaching the interface of the incident bar and specimen.A part of the wave reflects back as a tensile wave traveling in the incident bar while the restcontinues to propagate into the transmitter bar as a stress wave. Striker Incident bar Specimen Transmitter bar Figure 1- Schematic of Split Hopkinson Pressure Bar (SHPB

Conference Session

Trends in Mechanical Engineering I

Collection

2009 Annual Conference & Exposition

Authors

Ashland Brown, University of the Pacific; Kris Wood, University of Texas; Kristen Kaufman, Grad Student Universiy ot Texas; Daniel Jensen, United States Air Force Academy; Joseph Rencis, University of Arkansas; Christina White, Columbia University

Tagged Divisions

Mechanical Engineering

analysis for “Concrete Experience” on Kolb’scycle. Figure 1. Kolb learning cycle.Learning StylesEach FE learning module developed in this work is designed to span a spectrum of differentcharacteristics in which students learn. Felder-Soloman Index of Learning Styles50 is composedof four dimensions: active/reflective, sensing/intuitive, visual/verbal, and sequential/global[Table 1]. Active learning tools are designed to meet the needs of students with a range of Page 14.75.5learning styles. Particular approaches to teaching often favor a certain learning preference.Therefore it is important to incorporate a variety

Conference Session

Mechanical Engineering Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eliza A Banu, University of Georgia; Nathaniel Hunsu, University of Georgia

Tagged Divisions

Mechanical Engineering

by performance goals focus more on the optics of lookingnot-smart or performing poorer than their peers. Research has shown that students’ goal orientationhas implications towards their academic performance [3]. Besides goal orientation, some researchershave proposed that the how students approach study reflects on their cognitive engagement withacademic material, and may affect their performance in school [3].The Students Approach to Learning (SAL) theory proposes two major levels of cognitive processesthat characterizes students approach to studying: surface-level strategy approach and deep-levelstrategies approach [4]. Surface approach to studying is associated with rote memorization and thereproduction of facts, without making any deep

Conference Session

Statics and Dynamics in Mechanical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; John M. Mativo, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

MapsConcept maps have been widely applied as a heuristic tool in engineering education to promotemeaningful knowledge structures for students. A concept map allows a student to organize acollection of concepts and to identify/present the relationships between each other using a graph3- 4 . Studies suggest that concept mapping be a valid tool to categorize and to reflect changes instudents’ structures of knowledge in STEM disciplines 3, 5. However, concept maps emphasizethe macro relationships among concepts and may not reflect students’ understandings of anindividual concept.Concept inventories referred to here comprise of a series of instruments for the assessment ofstudents’ conceptual understanding of STEM disciplines. The questions were

Conference Session

Design Projects in Mechanical Engineering I

Collection

2009 Annual Conference & Exposition

Authors

Tony Jones, United States Army; Daisie Boettner, United States Military Academy; Joel Dillon, United States Military Academy; Stephanie Ivey; Anna Lambert, University of Memphis; Brian Novoselich, United States Military Academy; Stephen Suhr, United States Military Academy

Tagged Divisions

Mechanical Engineering

, studies of Organizational Leadership assert that each student in a design teambrings varying degrees of both content knowledge and communication strategies, and aninstructor’s understanding of these characteristics is essential to modeling and promotingeffective teams. Our study integrates theories of Organizational Leadership, EngineeringEducation, and Educational Psychology to investigate our students’ perceptions, attributions, andlessons learned in relation to team experiences.The methodological approach of this study was designed to elicit team members’ perceptions ofshared team experiences through a mixed-method research approach. Primary data for this studywas obtained from a Reflective Essay assignment, submitted by all Capstone Design

Conference Session

Mechanical Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen E. Cook, Seattle University; Yen-Lin Han, Seattle University; Teodora Rutar Shuman, Seattle University; Gregory Mason P.E., Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

#22168Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer-sity of Washington. She is interested in all aspects of engineering education, including how to supportengineering students in reflecting on experience, how to help engineering educators make effective teach-ing decisions, and the application of ideas from complexity science to the challenges of engineeringeducation. c American Society for Engineering Education, 2018 Work-in-Progress: Engineering Identity across the Mechanical Engineering MajorAbstractThe Mechanical Engineering Department at Seattle University was awarded a National ScienceFoundation RED (Revolutionizing

Conference Session

Introducing Active Learning into ME Courses

Collection

2006 Annual Conference & Exposition

Authors

Ali Al-Bahi, King Abdulaziz University

Tagged Divisions

Mechanical Engineering

processing.Several questions are related to a balanced grading system for team work and individualcontributions, in addition to a balanced load distribution inside the team. The use of openended and real life problems are encouraged such that the students realize differentknowledge levels and aspects inside the team. The importance of the students' reflection ontheir learning experience, confidence level evaluation, and positive feedback on classactivities are also addressed. The use of instructor expectations and assignment checklists,which map into course learning objectives and outcomes, are encouraged as assessment tools.Portfolios, journals, student surveys and questionnaires are also encouraged to ensuretriangulation for the assessment of course

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stacie I. Ringleb, Old Dominion University; Pilar Pazos, Old Dominion University; Julia Noginova, Old Dominion University; Francisco Cima, Old Dominion University; Orlando M Ayala, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Jennifer Jill Kidd, Old Dominion University; Kristie Gutierrez, Old Dominion University

Tagged Divisions

Mechanical Engineering

relevant Knowledge, Skills, and Abilities - KSAs) were measured.Additionally, within the CATME platform team satisfaction, team interdependence and teamcohesiveness were measured. ANCOVA analysis was used to assess the quantitative data fromCATME. Preliminary results suggest that students in the treatment classes had higher teammember effectiveness and overall satisfaction scores than students in the comparison classes.Qualitative data from reflections written at the completion of the aforementioned projects wereused to explore these results.IntroductionA summary of reports on engineering curriculum concluded that the undergraduate engineeringcurriculum lacks rigor in “integrating technical and professional skills through practicalexperiences

Conference Session

Outreach, Engagement, and Undergraduate Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Karinna M. Vernaza, Gannon University; Mahesh C. Aggarwal, Gannon University

Tagged Divisions

Mechanical Engineering

level of frustration. Additionally, based on the undergraduate reflections, itappears that they understand the overall goal of the project: inspire the participants, withoutoverlooking the benefits that this type of activity provides to their own personal and professionaldevelopment. This has been observed in several of the reflections submitted. A couple ofexcerpts that attest to this statement follow. Reflection 1: “The first item that can be reflected upon is how this activity provided a learning experience for the college students themselves. It may seem like this day is mainly for the younger students, but it is prepared for mostly by college students. This allowed students an opportunity to understand how

Conference Session

Trends in Mechanical Engineering I

Collection

2010 Annual Conference & Exposition

Authors

Joao Vinhas, Politecnico de Viseu; Joao Paiva, Politecnico de Viseu

Tagged Divisions

Mechanical Engineering

havebeen introduced since then. It also discusses students’ and teachers’ strategies, aiming atadapting their behaviour to the way they have perceived those new paradigms. Somesignificant changes were detected, namely those related to students’ work, expected to beautonomous and continuous throughout the semester, benefiting from teachers’ tutorialguidance and reflected in a continuous evaluation.Nonetheless, it has been a road dotted with some difficulties: changing students’ attitudestowards work and persuading instructors of the importance and need to look for innovativepedagogical strategies is not an easy task. Still, in a significant number of courses, some newteaching/learning models were introduced, based on skills development models

Conference Session

Thermodynamics, Fluids and Heat Transfer II

Collection

2015 ASEE Annual Conference & Exposition

Authors

John M. Pfotenhauer, University of Wisconsin, Madison; David J. Gagnon, University of Wisconsin, Madison; Michael Litzkow, University of Wisconsin, Madison; Christine Maidl Pribbenow, Wisconsin Center for Education Research

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

game’s primary mechanism, although a captivatingchallenge for its game mechanics, was not configured to address many of the key pedagogicalgoals associated with the introduction of thermodynamic properties, their inter-dependency, andthe unique features of the properties in the subcooled, two-phase, and superheated regions. Arelatively cool reaction to the game by the students was reflected in all three evaluation methodsand resulted in a significant re-direction of the game’s features.Along with a list of specific pedagogical goals, the game’s re-direction includes a set ofprofessional practice scenarios, and a completely new set of game mechanisms. Additional gamefeatures, including a novel in-game assessment tool that is based on a