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Teaching Thermodynamics Through Video Media

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

Real and Virtual - "New" Approaches to Teaching "Old" Courses

Tagged Division

Chemical Engineering

Page Count


Page Numbers

23.1153.1 - 23.1153.11



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Paper Authors

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James P Abulencia Manhattan College

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Margot A Vigeant Bucknell University


David L. Silverstein University of Kentucky

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Dr. David L. Silverstein is the PJC Engineering professor of Chemical Engineering at the University of Kentucky and director of the College of Engineering's Extended Campus Programs in Paducah, Ky., where he has taught for thirteen years. His Ph.D. and M.S. studies in Chemical Engineering were completed at Vanderbilt University, and his B.S. in Chemical Engineering at the University of Alabama. Dr. 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. He is the winner of the Fahein award for young faculty teaching and educational scholarship, two-time winner of the Corcoran award for best article in the journal Chemical Engineering Education, and winner of the Martin award for best paper in the ChE Division at the ASEE Annual Meeting.

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This paper discusses the teaching of concepts in an introductory thermodynamics course throughvideo. This generation of students is technology savvy, and regularly communicates by means other thanface-to-face interactions (e.g. texting). Additionally, the popularity of sites such as Khan Academy makesthe idea of teaching with video difficult to ignore. Thus, we assert that there is value in using this media forinstruction, and that this media can be leveraged for use in a chemical engineering course. During thisstudy, students will be asked to 1) take a concept discussed during class, and articulate it in video mediausing everyday examples that other students can relate to (autodidactic learning) 2) watch peer-made videosthat teach these concepts (peer-to-peer learning), and 3) a combination of both. Student learning will beevaluated using an established thermodynamics concept inventory. Ultimately, the authors envision arepository of videos where students from other institutions can contribute, and content be shared for use byother instructors.

Abulencia, J. P., & Vigeant, M. A., & Silverstein, D. L. (2013, June), Teaching Thermodynamics Through Video Media Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22538

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