New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
NSF Grantees Poster Session
In 2013, Seattle University was awarded a National Science Foundation (NSF) grant to develop an instructional framework that promotes self-directed learning and enhances problem-solving skills in undergraduate engineering students without sacrificing knowledge of fundamental engineering principles. The framework was designed for implementation in an undergraduate heat transfer course. The instructional framework used an Inverted Classroom (IC) to free class time. Material traditionally covered in a lecture format was made available through an online learning management system and moved outside of class time. During class time, student teams worked on authentic engineering problems (AEP) that addressed different heat transfer topics. These AEPs were conceptualized and designed by industrial partners, who are practicing engineers in aerospace, medical device, HVAC, and process industries. AEPs were developed in consultation with thermal systems faculty and address specific topics in the heat transfer curriculum. Industrial partners delivered the problems directly to the students. After two weeks of working on these problems student teams presented their results to the entire class. Their presentations and results were assessed by the industrial partner who developed the problem and a thermal systems faculty member who does not teach heat transfer. This paper describes the five AEPs, and how the AEPs were used in the course.
Han, Y., & Cook, K. E., & Shuman, T. R., & Mason, G. (2016, June), Development of Authentic Engineering Problems for Problem-centered Learning Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26821
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