Tebbe, P. A. (2014, June), Engaged in Thermodynamics – Learning What We Don’t Know  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20375

\bibitem{asee_peer_20375}
  Tebbe, P. A. (2014, June), \emph{Engaged in Thermodynamics – Learning What We Don’t Know}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20375

Patrick A. Tebbe.  "Engaged in Thermodynamics – Learning What We Don’t Know".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20375 Internet.  12 Jan, 2025

\bibitem{asee_peer_20375}
  Patrick A. Tebbe.
  "Engaged in Thermodynamics – Learning What We Don’t Know".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20375 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_20375
author = "Patrick A. Tebbe"
title = "Engaged in Thermodynamics – Learning What We Don’t Know"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20375}
number = {10.18260/1-2--20375}
}

TY  - CPAPER
AB  -         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.
AU  - Patrick A. Tebbe
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Engaged in Thermodynamics – Learning What We Don’t Know
UR  - https://peer.asee.org/20375
DO  - 10.18260/1-2--20375
ER  -