A Mixed Methods, Longitudinal Evaluation of Problem-Based Learning and Inquiry-Based Activities in a Heat-Transfer Course and Lab
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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MECH - Technical Session 11: Integration of Problem-Solving and Design Thinking
- Tagged Division
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Mechanical Engineering Division (MECH)
- Permanent URL
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https://peer.asee.org/46455
Paper Authors
Michael Foster George Fox University
Michael Foster received a B.S. in engineering from Messiah College and M.S. and Ph.D. degrees in mechanical engineering from Drexel University. He is currently a Professor of Mechanical Engineering at George Fox University and the Chair of the Dept. of Mechanical, Civil, and Biomedical Engineering.
Luann Foster
Luann Foster is a licensed psychologist in Oregon. She received a B.A. In Exercise Science from Messiah College and her M.S. and PsyD from George Fox University. She has taught, supervised, and mentored PsyD students for the past 10 years. She also provides therapy through her private practice. Her research interests include teaching and mentoring, assessment and management of suicidal ideation, trauma, grief, and integration of faith, learning, and practice.
Abstract
This paper describes 10 years of pre/post assessment data for a heat transfer course taught using problem-based learning. The course is required for third-year students completing the mechanical engineering concentration and is taught annually at a small liberal arts university.
Each year, students completed the Heat and Energy Concept Inventory (HECI), hosted online at the AIChE Concept Warehouse, as both a pre- and a post-test for the course. Statistically significant differences were found between the pre/post mean responses for the complete inventory as well as the inventory’s content areas. In addition, statistically significant differences between pre/post mean responses in a given year are considered in light of any substantial changes to the course material and/or structure.
In addition to the quantitative results, selected comments from the corresponding class’ Senior Survey, which students completed one year after finishing the heat transfer course, are discussed. Student comments indicated the course structure was a challenging way but helped them improve their approach to independent learning and working in groups. In addition, students expressed increased confidence in working on complex, open-ended problems.
Foster, M., & Foster, L. (2024, June), A Mixed Methods, Longitudinal Evaluation of Problem-Based Learning and Inquiry-Based Activities in a Heat-Transfer Course and Lab Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46455
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