Developing and Assessing a Renewable Energy Design Project that Embeds Entrepreneurially Minded Learning in an Introductory Thermal Sciences Course

Melissa Gibbons

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Joint Session: Entrepreneurially-Minded Learning in the Classroom
Page Count: 16
DOI: 10.18260/1-2--40447
Permanent URL: https://peer.asee.org/40447
Download Count: 275

Paper Authors

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Melissa Gibbons

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Melissa Gibbons is an Assistant Professor of Mechanical Engineering at the University of San Diego. She earned her BS in Mechanical Engineering from the University of Miami, and her MS and PhD in Mechanical Engineering from the University of California, Los Angeles. She received an NIH Postdoctoral Fellowship while working in the Biomathematics Department at University of California, Los Angeles. Prior to joining University of San Diego, she worked as a Senior Research Engineer at L3 Technologies.

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Abstract

This paper describes a group design project created for an introductory thermal sciences course that incorporates both project-based learning (PBL) and entrepreneurially minded learning (EML). According to a commonly-used framework developed by Kern Entrepreneurial Engineering Network, the entrepreneurial mindset (EM) is broadly categorized by curiosity, making connections, and creating value. In a previous pilot project, groups designed a renewable energy portfolio and a power plant using the Rankine cycle to meet University of San Diego’s energy and power demands. While quantitative assessment showed groups satisfactorily achieved seven of eight defined EM student outcomes, student feedback revealed significant frustration with the scope of the project. The primary goal of this work was to streamline the project while still providing the students a realistic open-ended problem in which they could practice and develop their EM. Because renewable energy topics are increasingly important in today’s energy landscape, groups were still tasked with designing a renewable energy portfolio that would meet the university’s energy and power demands. Given the predicted high cost of a 100% renewable energy portfolio, the groups were also tasked with proposing energy-savings measures that would reduce the university’s annual energy consumption by at least 10%. Each group had to write a technical report summarizing and justifying their work to the university’s Board of Trustees (i.e., the customer).

The inclusion and assessment of EM was the primary objective of this study. Two specific student outcomes were quantitatively assessed within each EM category. For instance, the student outcomes within the curiosity category were: recognize and explore knowledge gaps, and gathers data to support and refute ideas. A secondary objective was to improve the students’ communication skills, as they are still developing these skills during their second year in the engineering program. In total, nine student outcomes were quantitatively assessed. Rubrics with four performance levels for each student outcome were used to directly assess the submitted group work from two sections of the class taught in spring 2021. A majority of all groups met all nine EM student outcomes, indicating the project successfully met the EML goals. Students individually assessed their own EM performance and provided feedback via an anonymous survey instrument. Student feedback and project developer observations were used to qualitatively assess the project and its educational impact.

Citation
Format

Gibbons, M. (2022, August), Developing and Assessing a Renewable Energy Design Project that Embeds Entrepreneurially Minded Learning in an Introductory Thermal Sciences Course Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40447

TY - CPAPER
AB - This paper describes a group design project created for an introductory thermal sciences course that incorporates both project-based learning (PBL) and entrepreneurially minded learning (EML). According to a commonly-used framework developed by Kern Entrepreneurial Engineering Network, the entrepreneurial mindset (EM) is broadly categorized by curiosity, making connections, and creating value. In a previous pilot project, groups designed a renewable energy portfolio and a power plant using the Rankine cycle to meet University of San Diego’s energy and power demands. While quantitative assessment showed groups satisfactorily achieved seven of eight defined EM student outcomes, student feedback revealed significant frustration with the scope of the project. The primary goal of this work was to streamline the project while still providing the students a realistic open-ended problem in which they could practice and develop their EM. Because renewable energy topics are increasingly important in today’s energy landscape, groups were still tasked with designing a renewable energy portfolio that would meet the university’s energy and power demands. Given the predicted high cost of a 100% renewable energy portfolio, the groups were also tasked with proposing energy-savings measures that would reduce the university’s annual energy consumption by at least 10%. Each group had to write a technical report summarizing and justifying their work to the university’s Board of Trustees (i.e., the customer).

The inclusion and assessment of EM was the primary objective of this study. Two specific student outcomes were quantitatively assessed within each EM category. For instance, the student outcomes within the curiosity category were: recognize and explore knowledge gaps, and gathers data to support and refute ideas. A secondary objective was to improve the students’ communication skills, as they are still developing these skills during their second year in the engineering program. In total, nine student outcomes were quantitatively assessed. Rubrics with four performance levels for each student outcome were used to directly assess the submitted group work from two sections of the class taught in spring 2021. A majority of all groups met all nine EM student outcomes, indicating the project successfully met the EML goals. Students individually assessed their own EM performance and provided feedback via an anonymous survey instrument. Student feedback and project developer observations were used to qualitatively assess the project and its educational impact.
AU - Melissa Gibbons
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Developing and Assessing a Renewable Energy Design Project that Embeds Entrepreneurially Minded Learning in an Introductory Thermal Sciences Course
UR - https://peer.asee.org/40447
DO - 10.18260/1-2--40447
ER -