Mott, J. (2024, June),  Case Study: A Comparative Analysis of Teaching Modalities in Thermodynamics  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/46393

\bibitem{asee_peer_46393}
  Mott, J. (2024, June), \emph{ Case Study: A Comparative Analysis of Teaching Modalities in Thermodynamics}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://strategy.asee.org/46393

Jennifer Mott.  " Case Study: A Comparative Analysis of Teaching Modalities in Thermodynamics".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://strategy.asee.org/46393 Internet.  30 Jul, 2024

\bibitem{asee_peer_46393}
  Jennifer Mott.
  " Case Study: A Comparative Analysis of Teaching Modalities in Thermodynamics".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://strategy.asee.org/46393 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_46393
author = "Jennifer Mott"
title = " Case Study: A Comparative Analysis of Teaching Modalities in Thermodynamics"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/46393}
}

TY  - CPAPER
AB  - In the dynamic landscape of engineering education, instructors face a diverse range of teaching modalities, from traditional face-to-face instruction to hybrid and fully online courses. This case study offers a deep exploration of the efficacy of these various teaching modalities in the context of engineering education, using a Thermodynamics 2 course as a focal point. This paper delves into the effectiveness of these modalities, emphasizing that, irrespective of modality, a well-designed course can foster student success.

The case study presents a comprehensive examination of the logistics across these three modalities, offering insights into their similarities and differences. A single Thermodynamics 2 course was taught at a predominantly undergraduate institution in three formats: a 5-week online course, a 10-week hybrid course, and a 10-week face-to-face in-person course.

Key logistical elements were identified as fundamental for the success of each modality. These included the integration of Engineering Equation Solver (EES), the implementation of a well-structured Learning Management System (LMS) (Canvas at this institution), and the utilization of clear assignment rubrics. Notably, all modalities provided recorded lectures, early access to course modules, structured due dates, and proactive communication via weekly email announcements and in-class verbal reminders.

This case study provides valuable insights into the pivotal logistical aspects that can bolster student achievement within the diverse spectrum of engineering education. It serves as a practical guide for instructors and educational institutions seeking to optimize their course delivery across different teaching modalities.


AU  - Jennifer Mott
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  -  Case Study: A Comparative Analysis of Teaching Modalities in Thermodynamics
UR  - https://strategy.asee.org/46393
ER  -