Asee peer logo

Cut! Adventures in Student-produced Instructional Videos for Thermodynamics

Download Paper |


2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Virtual and Web Learning in Chemical Engineering

Tagged Division

Chemical Engineering

Page Count




Permanent URL

Download Count


Request a correction

Paper Authors


J. Patrick Abulencia Manhattan College

visit author page

J. Patrick Abulencia is an Associate Professor of Chemical Engineering at Manhattan College. He earned his PhD in Chemical and BIomolecular Engineering at Johns Hopkins University, and his BS in Chemical Engineering, at Manhattan College. Aside from engineering education, his interests include water filtration, alternative energy, and sustainability.

visit author page


David L. Silverstein P.E. University of Kentucky

visit author page

David L. Silverstein is a Professor of Chemical Engineering at the University of Kentucky. He is also the Director of the College of Engineering's Extended Campus Programs in Paducah, Kentucky, where he has taught for 15 years. His PhD and MS studies in ChE were completed at Vanderbilt University, and his BSChE at the University of Alabama. Silverstein's research interests include conceptual learning tools and training, and he has particular interests in faculty development. He is the recipient of several ASEE awards, including the Fahein award for young faculty teaching and educational scholarship, the Corcoran award for best article in the journal Chemical Engineering Education (twice), and the Martin award for best paper in the ChE Division at the ASEE Annual Meeting.

visit author page


Margot A Vigeant Bucknell University

visit author page

Margot Vigeant is a professor of chemical engineering and an associate dean of engineering at Bucknell University. She earned her B.S. in chemical engineering from Cornell University, and her M.S. and Ph.D., also in chemical engineering, from the University of Virginia. Her primary research focus is on engineering pedagogy at the undergraduate level. She is particularly interested in the teaching and learning of concepts related to thermodynamics. She is also interested in active, collaborative, and problem-based learning, and in the ways hands-on activities and technology in general and games in particular can be used to improve student engagement.

visit author page

Download Paper |


In this paper we will share the quantitative and qualitative results from our study of the impact of student-made videos on conceptual understanding in thermodynamics. We will also discuss the mechanics of assigning video production in a technical ChemE course. In its final iteration, students were tasked with watching and reviewing select videos from all three schools and all previous years as homework throughout the semester. In addition, students working in pairs generated two short videos providing metaphors to aid in understanding of two different thermodynamic concepts. Results include a large library of thermodynamics videos, suitable to act as “learning objects” for topic introduction or further study outside of class, enhanced student engagement, student demonstration of the capacity to engage in lifelong learning. By the draft paper due date, we will also be able to say whether or not it also resulted in a significant change in students’ thermodynamics concept inventory scores. In previous years of the study, simply watching videos or generating a single video on a larger team did not improve student scores over control.

Abulencia, J. P., & Silverstein, D. L., & Vigeant, M. A. (2016, June), Cut! Adventures in Student-produced Instructional Videos for Thermodynamics Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26630

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015