Golter, P. B., & Van Wie, B. J., & Nazempour, A. (2015, June), The Effectiveness of In-class, Hands-on Learning vs. Lecture for Teaching About Shell and Tube Heat Exchangers   Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24863

\bibitem{asee_peer_24863}
  Golter, P. B., \& Van Wie, B. J., \& Nazempour, A. (2015, June), \emph{The Effectiveness of In-class, Hands-on Learning vs. Lecture for Teaching About Shell and Tube Heat Exchangers }
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24863

Paul B. Golter, Bernard J. Van Wie, and Arshan Nazempour.  "The Effectiveness of In-class, Hands-on Learning vs. Lecture for Teaching About Shell and Tube Heat Exchangers ".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24863 Internet.  23 Apr, 2024

\bibitem{asee_peer_24863}
  Paul B. Golter, Bernard J. Van Wie, and Arshan Nazempour.
  "The Effectiveness of In-class, Hands-on Learning vs. Lecture for Teaching About Shell and Tube Heat Exchangers ".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24863 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_24863
author = "Paul B. Golter, Bernard J. Van Wie, and Arshan Nazempour"
title = "The Effectiveness of In-class, Hands-on Learning vs. Lecture for Teaching About Shell and Tube Heat Exchangers "
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24863}
number = {10.18260/p.24863}
}

TY  - CPAPER
AB  -           The Effectiveness of In-Class, Hands-On Learning vs. Lecture              for Teaching About Extended Area Heat ExchangersNew technologies, such as the Armfield DLMX, are in the market that allow hands-on learningto occur in standard classrooms. While the benefits of hands-on learning are widely acclaimed,there are also benefits to more traditional teaching styles, and the instructor is left trying todetermine which pedagogy will be best suited for each topic in a course. As part of an effort todevelop and promulgate hands-on, active learning pedagogies, the authors have undertaken astudy to develop guidelines for lecture versus hands-on, active learning in fluid mechanics andheat transferStudents in a junior level Chemical Engineering Fluid Mechanics and Heat Transfer course weretaught in a split manner with two sections and one instructor. The sections were taught in analternating manner. For any given course topic, one section of the class received instruction in atraditional manner, while the second section was taught in a hands-on, active manner, utilizingthe Armfield DLMX. For example, section one may have received lectures on applying theBernoulli Equation to orifice and venturi meters, while section two performed hands-on learningactivities. Later in the course section one may have had hands-on learning for shell and tube heatexchangers, while section two received lectures. To determine conceptual learning gains, aconceptually based quiz, containing short answer questions, was given before and after thestudents were introduced to each topic. The quiz answers were rated using a rubric that looks atstudent reasoning. This paper reports on student learning gains in the topic of extended area heatexchangers.
AU  - Paul B. Golter
AU  - Bernard J. Van Wie
AU  - Arshan Nazempour
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - The Effectiveness of In-class, Hands-on Learning vs. Lecture for Teaching About Shell and Tube Heat Exchangers 
UR  - https://peer.asee.org/24863
DO  - 10.18260/p.24863
ER  -