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Engaged in Thermodynamics – Learning What We Don’t Know

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

NSF Grantees’ Poster Session

Tagged Division

Division Experimentation & Lab-Oriented Studies

Tagged Topic

NSF Grantees Poster Session

Page Count

8

Page Numbers

24.484.1 - 24.484.8

Permanent URL

https://peer.asee.org/20375

Download Count

45

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Paper Authors

biography

Patrick A. Tebbe Minnesota State University, Mankato

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Dr. Patrick Tebbe is a professor and chair of the Department of Mechanical and Civil Engineering at Minnesota State University, Mankato. Dr. Tebbe received B.S., M.S., and Ph.D. degrees in Mechanical Engineering as well as the M.S. in Nuclear Engineering from the University of Missouri–Columbia. He is currently a member of the American Society for Engineering Education (ASEE), the American Society of Mechanical Engineers (ASME), the American Nuclear Society (ANS), and a student branch advisor for the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE).

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Abstract

Engaged in Thermodynamics – Learning What We Don’t KnowThis paper and poster will discuss a near completion NSF-CCLI grant that addressesimprovements in student pedagogy and educational materials for the engineeringthermodynamics curriculum by completing development of the concept of an “EngineeringScenario”. Engineering Scenarios are textbook supplements based on actual engineeringfacilities and equipment. They expand on the case study concept by including skills-basedproblems that can be used in place of traditional homework problems but written in the contextof the real-world environment, as well as additional design problems based on design methodsand actual solutions at real facilities. Accompanying supplementary and background informationpromotes increased inquiry-based or student-centered learning, better addresses student realworld expectations, and leads to an increase in overall student engagement. A Phase 1 grantallowed for the development and repeated formative assessment of a single scenario, leading tothe current Phase 2 grant.A primary purpose of the paper and poster will be to highlight the final version of the Engagedmaterial. This will include key points of the assessment data and focus group results obtainedsince last year. A secondary purpose of the paper will be to discuss how this Phase 2 researchhas spawned several other pedagogical research questions (i.e. possible new Phase 1 research).Three specific areas will be highlighted: 1) a compare and contrast study of engagement andmotivation in engineering, 2) a study of how students actually use electronic study materials, and3) a readability assessment of current textbook materials in relation to student preferences.

Tebbe, P. A. (2014, June), Engaged in Thermodynamics – Learning What We Don’t Know Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20375

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