Tebbe, P. A. (2013, June), Engaged in Thermodynamics - Student Engagement in the Classroom  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19498

\bibitem{asee_peer_19498}
  Tebbe, P. A. (2013, June), \emph{Engaged in Thermodynamics - Student Engagement in the Classroom}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19498

Patrick A. Tebbe.  "Engaged in Thermodynamics - Student Engagement in the Classroom".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19498 Internet.  12 Jan, 2025

\bibitem{asee_peer_19498}
  Patrick A. Tebbe.
  "Engaged in Thermodynamics - Student Engagement in the Classroom".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19498 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_19498
author = "Patrick A. Tebbe"
title = "Engaged in Thermodynamics - Student Engagement in the Classroom"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19498}
number = {10.18260/1-2--19498}
}

TY  - CPAPER
AB  -      Engaged in Thermodynamics – Student Engagement in 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.At this stage of the grant, assessment is being conducted in thermodynamics classes at severalinstitutions. Surveys related to student engagement are being given to track student reactions tothe thermodynamic material across the semester. Student focus groups will be conducted to getdirect feedback from students on what things engage them in the classroom. This will bematched against typical teaching practices in a thermodynamic classroom; determined throughinstructor interviews. This paper and poster will review the goals and procedures for theassessment process. As this is still an ongoing grant, the paper will discuss the assessmentresults collected up to that point. This will include survey data and student focus groupinformation from several institutions.
AU  - Patrick A. Tebbe
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Engaged in Thermodynamics - Student Engagement in the Classroom
UR  - https://peer.asee.org/19498
DO  - 10.18260/1-2--19498
ER  -