Tebbe, P. A. (2015, June), Engaged in Thermodynamics – Bringing It to Industry and the Classroom  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23940

\bibitem{asee_peer_23940}
  Tebbe, P. A. (2015, June), \emph{Engaged in Thermodynamics – Bringing It to Industry and the Classroom}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23940

Patrick A. Tebbe.  "Engaged in Thermodynamics – Bringing It to Industry and the Classroom".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23940 Internet.  12 Jan, 2025

\bibitem{asee_peer_23940}
  Patrick A. Tebbe.
  "Engaged in Thermodynamics – Bringing It to Industry and the Classroom".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23940 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_23940
author = "Patrick A. Tebbe"
title = "Engaged in Thermodynamics – Bringing It to Industry and the Classroom"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23940}
number = {10.18260/p.23940}
}

TY  - CPAPER
AB  -   Engaged in Thermodynamics – Bringing it to Industry and the ClassroomThis paper and poster will discuss an on-going NSF-CCLI grant that addresses improvements instudent pedagogy and educational materials for the engineering thermodynamics curriculum bycompleting development of the concept of an “Engineering Scenario”. Engineering Scenariosare textbook supplements based on actual engineering facilities and equipment. They expand onthe case study concept by including skills-based problems that can be used in place of traditionalhomework problems but written in the context of the real-world environment, as well asadditional design problems based on design methods and actual solutions at real facilities.Accompanying supplementary and background information promotes increased inquiry-based orstudent-centered learning, better addresses student real world expectations, and leads to anincrease in overall student engagement. A Phase 1 grant allowed for the development andrepeated formative assessment of a single scenario, leading to the current Phase 2 grant.This paper will first discuss the major activity during the previous year, which was working withindustry professionals to correct and expand the technical content. Industry professionals wereidentified with experience that spanned the topics of the Engaged in Thermodynamics material.They were asked to review and comment on the content in terms of correctness and missinginformation that would be useful to a new engineer. This feedback was used by undergraduateresearch assistants to edit and expand the material before the latest version was released to theweb.Secondly, the paper will discuss the current year’s activity of exploring innovative and creativeuses of the Engaged in Thermodynamics material. Engineering educators are being recruited tocreate case studies of how the material can be used with different pedagogical approaches.Examples of possible case studies will be presented in the paper; such as flipped classroom useand problem based learning.
AU  - Patrick A. Tebbe
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Engaged in Thermodynamics – Bringing It to Industry and the Classroom
UR  - https://peer.asee.org/23940
DO  - 10.18260/p.23940
ER  -