Tebbe, P. A. (2012, June), Engaged in Thermodynamics - Building Industry Collaborations for Education  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21285

\bibitem{asee_peer_21285}
  Tebbe, P. A. (2012, June), \emph{Engaged in Thermodynamics - Building Industry Collaborations for Education}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21285

Patrick A. Tebbe.  "Engaged in Thermodynamics - Building Industry Collaborations for Education".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21285 Internet.  26 Apr, 2024

\bibitem{asee_peer_21285}
  Patrick A. Tebbe.
  "Engaged in Thermodynamics - Building Industry Collaborations for Education".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21285 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_21285
author = "Patrick A. Tebbe"
title = "Engaged in Thermodynamics - Building Industry Collaborations for Education"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21285}
number = {10.18260/1-2--21285}
}

TY  - CPAPER
AB  -       Engaged in Thermodynamics – Building Industry Collaborations for                               EducationThis 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.The development of the Engaged in Thermodynamics material relies on access to real worldstories, data, and system information. This requires a close working relationship with operationsand facilities staff as well as equipment manufacturers. This paper/poster will discuss the carefulbalance of not demanding too much of the industry contact while obtaining qualify, usefulinformation. Challenges that have been faced by the grant team as well as the relationships thathave evolved will be detailed.
AU  - Patrick A. Tebbe
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Engaged in Thermodynamics - Building Industry Collaborations for Education
UR  - https://peer.asee.org/21285
DO  - 10.18260/1-2--21285
ER  -