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Student-Generated Videos for Thermodynamics Teaching and Learning

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

NSF Grantees’ Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count


Page Numbers

26.1428.1 - 26.1428.4



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Paper Authors

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J. Patrick Abulencia Manhattan College


Margot A Vigeant Bucknell University

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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.

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David L. Silverstein P.E. University of Kentucky

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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.

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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

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015