Student-Generated Videos for Thermodynamics Teaching and Learning
- Conference
- Location
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Seattle, Washington
- Publication Date
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June 14, 2015
- Start Date
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June 14, 2015
- End Date
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June 17, 2015
- ISBN
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978-0-692-50180-1
- ISSN
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2153-5965
- Conference Session
- Tagged Topic
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NSF Grantees Poster Session
- Page Count
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4
- Page Numbers
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26.1428.1 - 26.1428.4
- DOI
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10.18260/p.24765
- Permanent URL
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https://peer.asee.org/24765
- Download Count
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328
Paper Authors
J. Patrick Abulencia Manhattan College
Margot A Vigeant Bucknell University
Margot Vigeant is a professor of chemical engineering and an associate dean of engineering at Bucknell University. She earned her B.S. in chemical engineering from Cornell University, and her M.S. and Ph.D., also in chemical engineering, from the University of Virginia. Her primary research focus is on engineering pedagogy at the undergraduate level. She is particularly interested in the teaching and learning of concepts related to thermodynamics. She is also interested in active, collaborative, and problem-based learning, and in the ways hands-on activities and technology in general and games in particular can be used to improve student engagement.
David L. Silverstein P.E. University of Kentucky
David L. Silverstein is a Professor of Chemical Engineering at the University of Kentucky. He is also the Director of the College of Engineering's Extended Campus Programs in Paducah, Kentucky, where he has taught for 15 years. His PhD and MS studies in ChE were completed at Vanderbilt University, and his BSChE at the University of Alabama. Silverstein's research interests include conceptual learning tools and training, and he has particular interests in faculty development. He is the recipient of several ASEE awards, including the Fahein award for young faculty teaching and educational scholarship, the Corcoran award for best article in the journal Chemical Engineering Education (twice), and the Martin award for best paper in the ChE Division at the ASEE Annual Meeting.
Abstract
Current college students are accustomed to documenting and sharing their experiences through text, photo, and video, thanks to the ready availability of all of these through personal portable devices. The democratization of video production and access has lead to the possibility to both teach and learn with video as never before. This work seeks to capitalize on student expectations and the current technological environment to bring the benefits of both teaching and learning with video into core technical undergraduate engineering courses. Specifically, in this work we ask student teams to create short, targeted, easy to understand videos about concepts in thermodynamics, and then invite them to watch the faculty-‐vetted library of videos developed by their peers at their own and two collaborating institutions. We are studying changes in students’ conceptual learning as a result of participation in this program, and are building a repository of accurate, engaging, videos for thermodynamics learning that will ultimately be shared with other instructors and the public.
Abulencia, J. P., & Vigeant, M. A., & Silverstein, D. L. (2015, June), Student-Generated Videos for Thermodynamics Teaching and Learning Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24765
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