Koretsky, M. (2015, June), Development and Implementation of Interactive Virtual Laboratories to Help Students Learn Threshold Concepts in Thermodynamics – Year 2  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23852

\bibitem{asee_peer_23852}
  Koretsky, M. (2015, June), \emph{Development and Implementation of Interactive Virtual Laboratories to Help Students Learn Threshold Concepts in Thermodynamics – Year 2}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23852

Milo Koretsky.  "Development and Implementation of Interactive Virtual Laboratories to Help Students Learn Threshold Concepts in Thermodynamics – Year 2".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23852 Internet.  24 Apr, 2024

\bibitem{asee_peer_23852}
  Milo Koretsky.
  "Development and Implementation of Interactive Virtual Laboratories to Help Students Learn Threshold Concepts in Thermodynamics – Year 2".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23852 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_23852
author = "Milo Koretsky"
title = "Development and Implementation of Interactive Virtual Laboratories to Help Students Learn Threshold Concepts in Thermodynamics – Year 2"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23852}
number = {10.18260/p.23852}
}

TY  - CPAPER
AB  -             Development and Implementation of Interactive Virtual        Laboratories to Help Students Learn Threshold Concepts in                        Thermodynamics – Year 2Thermodynamics is a difficult subject for chemical and biological engineering students to master. Onereason for the difficulty is the diverse and challenging set of threshold concepts that they must coherentlysynthesize and be able to apply in a diverse range of contexts. Based on our experience and from reportsin the literature, we have identified a set of six threshold concepts we propose are critical for mastery ofthermodynamics. The goal of this TUES project is to develop a corresponding set of Interactive VirtualLaboratories to help students identify and learn these six threshold concepts. The intent of this project isnot to develop a comprehensive list of all the threshold concepts needed to master thermodynamics.Rather we would like to examine a subset of threshold concepts and illustrate, first, that they can form adesign basis for development of Interactive Virtual Laboratories where students can actively experiencemultiple representations, and, second, that experience with these virtual laboratories helps students learn.The following specific project objectives have been constructed to achieve this goal:   1. Validate a set of six proposed threshold concepts in thermodynamics.   2. Develop Interactive Virtual Laboratories to provide students multiple representations and help        them experientially explore these threshold concepts. Develop the virtual laboratories based on        engineering education best practices and multimedia development principles to provide students        structured engagement, such as incorporating the “predict, observe, explain” technique.   3. Deliver the Interactive Virtual Laboratories in classes using the studio architecture recently        implemented at the home institution.   4. Assess the perception and effectiveness of the Interactive Virtual Laboratories through             a. Classroom observation, student surveys, and instructor and student focus groups             b. Measurement of learning gains on the Throttling Valve question and the Technician                 question, two conceptual questions that have been historically difficult for students   5. Incorporate the Interactive Virtual Laboratories as resources in the AIChE Concept Warehouse so        that they are broadly available for engineering and science instructors to use.Year 2 progress will be reported including the following: Nine Interactive Virtual Laboratories have beendeveloped based on best practices in engineering education pedagogy and sound multimedia developmentprinciples. They are available to the engineering community through integration into the AIChE ConceptWarehouse, another NSF supported project. Five laboratories have been implemented in twothermodynamics studio classes. They have been delivered both in class and for homework. An analysis ofthe content of student responses allows identification of concepts they struggle with as well asopportunities for further development of the Interactive Virtual Laboratories. Student perceptions of theInteractive Virtual Laboratories including comparison between the two modes of delivery is reported.
AU  - Milo Koretsky
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Development and Implementation of Interactive Virtual Laboratories to Help Students Learn Threshold Concepts in Thermodynamics – Year 2
UR  - https://peer.asee.org/23852
DO  - 10.18260/p.23852
ER  -