June 14, 2015
June 14, 2015
June 17, 2015
Engineering Physics & Physics
26.1313.1 - 26.1313.10
Reconsidering Course Format for the First Course in Thermodynamics The first course in engineering thermodynamics is considered an aboveaverage challenge by many engineering students. The mathematical rigor of the course is surely not the reason; the requirements of understanding substance properties and of developing methodical problemsolving techniques, likely, are major causes. We have modified our teaching methods in this course to an inverted or flipped classroom that employed less formal instruction techniques than the traditional lecture. Our smaller classsizes (typically less than 30) allow for direct instruction by the instructor and the peer mentor, group problemsolving, and other techniques. This paper discusses observed effectiveness of using nonlecture techniques compared to a lecturebased course. The results of lecturebased courses were observed over several years. The results are compared to results in nonlecturebased courses, taught by the same instructor, in two offerings in Fall 2012 and Fall 2014. The Thermodynamics Concept Inventory has been used as well as overall performance on quizzes, projects, and exams. Other qualitative observations are also discussed. Positive effects were previously observed in the nonlecture course compared to the lecture course and this paper discusses our most recent observations.
Lemley, E. C., & Gillispie, A. M., & Benton, M. (2015, June), Reconsidering the Course Format for the First Course in Thermodynamics Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24650
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