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Supplemental Videos for Heat Transfer: How Long? How Many? What Type?

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2019 Pacific Southwest Section Meeting


California State University, Los Angeles , California

Publication Date

April 4, 2019

Start Date

April 4, 2019

End Date

April 6, 2019

Conference Session

PSW Section Meeting Papers - Disregard start and end time - for online paper access only

Tagged Topics

Diversity and Pacific Southwest Section Meeting Paper Submissions

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Paper Authors


Jim Kuo California State University, Los Angeles

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Jim Kuo is an Assistant Professor in the Department of Mechanical Engineering at California State University, Los Angeles. His current research is focused on renewable energy.

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Justin Moon California State University Los Angeles

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Justin Moon earned a B.S. in Mechanical Engineering from U.C.L.A. in 2015. During his undergrad years, he developed a particular interest in the mathematical modeling of fluid dynamics and heat transfer. Currently, he is a second-year Master's student in Mechanical Engineering at California State University Los Angeles. His current research focuses on heat transfer enhancements based on microchannel topology. Other research interests include Controls and H.V.A.C.R. systems. In his spare time, Justin likes travelling and exploring different cultures and cuisines.

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Nancy Warter-Perez California State University, Los Angeles

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Nancy Warter-Perez is the chair of the Mechanical Engineering Department and professor of Electrical and Computer Engineering at California State University, Los Angeles.

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Heat Transfer I is the final mandatory lecture course in the thermofluids course sequence in the Mechanical Engineering (ME) program at the California State University, Los Angeles (Cal State LA). The course is mathematically rigorous and builds upon content introduced earlier in the curriculum. However, despite strong student motivation to succeed and satisfaction in the quality of teaching, course success rate has been historically low. The majority of mechanical engineering students at Cal State LA come from socioeconomically disadvantaged families and are often the first in their families to attend college. Many hold part-time or full-time jobs to support their education and family. Their complex lives result in suboptimal learning environments and learning habits beyond the classroom. These multitudes of challenges often mean long degree completion times, long gaps between courses in a course sequence, and as a consequence, weaker academic preparation, in a negative cyclical manner. In addition to the aforementioned challenges, the ME program has seen a quadruple increase in enrollment in recent years, resulting in larger class sizes and reduced contact between faculty and students. To accommodate students’ hectic schedules and existing learning habits, a series of short supplemental YouTube videos were introduced in Heat Transfer I and made available on the course website. These videos focused on solving homework problems to supplement existing electronic homework solutions and were made available in the Fall 2018 Semester. In addition, longer review videos were posted prior to the monthly tests and the final exam. This paper discusses the results of students’ testing performance in comparison to previous cohorts. It also explores the effectiveness of different types of video solutions, ones focused more on problem-solving versus ones focused more on conceptual questions. The authors’ experience in using support videos to improve students’ testing performance and the observed limitations of these videos are also shared.

Kuo, J., & Moon, J., & Warter-Perez, N. (2019, April), Supplemental Videos for Heat Transfer: How Long? How Many? What Type? Paper presented at 2019 Pacific Southwest Section Meeting, California State University, Los Angeles , California.

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