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

\bibitem{asee_peer_24650}
  Lemley, E. C., \& Gillispie, A. M., \& Benton, M. (2015, June), \emph{Reconsidering the Course Format for the First Course in Thermodynamics}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24650

Evan C. Lemley, Aric M. Gillispie, and Mathew Benton.  "Reconsidering the Course Format for the First Course in Thermodynamics".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24650 Internet.  10 Sep, 2024

\bibitem{asee_peer_24650}
  Evan C. Lemley, Aric M. Gillispie, and Mathew Benton.
  "Reconsidering the Course Format for the First Course in Thermodynamics".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24650 Internet.  10 Sep, 2024

@INPROCEEDINGS{asee_peer_24650
author = "Evan C. Lemley, Aric M. Gillispie, and Mathew Benton"
title = "Reconsidering the Course Format for the First Course in Thermodynamics"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24650}
number = {10.18260/p.24650}
}

TY  - CPAPER
AB  - 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.    
AU  - Evan C. Lemley
AU  - Aric M. Gillispie
AU  - Mathew Benton
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Reconsidering the Course Format for the First Course in Thermodynamics
UR  - https://peer.asee.org/24650
DO  - 10.18260/p.24650
ER  -