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Session 2533

Energy Conservation Education for Non-Engineering Students and the Effectiveness of Active Learning Components

Sarma V. Pisupati, Jonathan P. Mathews and Alan W. Scaroni Department of Energy and Geo-Environmental Engineering The Pennsylvania State University 110 Hosler Building, University Park PA 16802

Introduction In the fall semester of 2001, the Department of Energy and Geo-Environmental Engineering initiated a drive to educate more students outside our majors in energy related subjects. A 3- credit general education course on “Energy Conservation and Environmental Protection” (EGEE 102) was developed and offered primarily for non-science/engineering students. Energy is a vital component of modern society. Much of the general population believes that the energy sources on which we depend are perpetual. While people believe that energy use is the culprit for environmental damage, they are not aware of the methods and principles by which energy conversion devices operate. This general education course provides students with information on, and increases their knowledge of the main operating principles of devices/appliances that are in common use. This will prepare them to make informed purchasing decisions by selecting the most economical and energy efficient appliances. These energy consuming devices include appliances, such as refrigerators, washers, dryers and ovens, and home heating and cooling systems and transportation vehicles. The course also provides energy related information on insulation, doors and windows, lighting, and air heating and air conditioning principles. The objective of the course is to educate students about energy efficiency in their daily lives in order to allow them to save energy (and money) and thereby protect the environment. This education is very important for all college students so that they can act as environmentally-responsible inhabitants of this Global Village.

Demographics of the student population: EGEE 102 was first offered in the fall semester of 2001 in two sections with a combined enrollment of 69 students. Enrollment in four sections for the spring semester of 2003 is 432 students. Enrollment in each section was limited to a maximum of 120 students with the intent of maintaining class interaction and class discussion. The methodology used for learning and teaching is discussed later in the paper. Distribution data on the student population by major indicate that the course has been taken by students from 87 different

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

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Scaroni, A., & Mathews, J., & Pisupati, S. (2003, June), Energy Conservation Education For Non Engineering Students: Effectiveness Of Active Learning Components Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--12142