Ford, L. P. (2015, June), Using an Article in a Sophomore Engineering Science Class to Boost Life-long Learning Confidence   Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24991

\bibitem{asee_peer_24991}
  Ford, L. P. (2015, June), \emph{Using an Article in a Sophomore Engineering Science Class to Boost Life-long Learning Confidence }
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24991

Laura P. Ford.  "Using an Article in a Sophomore Engineering Science Class to Boost Life-long Learning Confidence ".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24991 Internet.  17 Apr, 2025

\bibitem{asee_peer_24991}
  Laura P. Ford.
  "Using an Article in a Sophomore Engineering Science Class to Boost Life-long Learning Confidence ".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24991 Internet.  17 Apr, 2025

@INPROCEEDINGS{asee_peer_24991
author = "Laura P. Ford"
title = "Using an Article in a Sophomore Engineering Science Class to Boost Life-long Learning Confidence "
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24991}
number = {10.18260/p.24991}
}

TY  - CPAPER
AB  -           Using an Article in a Sophomore Engineering Science Class to                     Boost Life-long Learning ConfidenceSophomore-level engineering classes often do not require students to find properties or processesin the literature, as advanced engineering courses do. Using the literature to find information isoften considered part of fulfilling ABET outcome i: a recognition of the need for, and an abilityto engage in, life-long learning. The design project in a sophomore-level course was based on anarticle in Chemical Engineering Progress, and students will be surveyed about confidence inability to understand similar articles before, during, and after completing the design project.Optimizing an Organic Rankine Cycle by Bourji and Winstead (CEP, January 2013, 35-39)covers a basic Rankine cycle and a Rankine cycle with a form of regeneration, which are bothcovered in introductory thermodynamics courses. Students who understand the course materialshould understand the thermodynamics of the paper. The participants will read the article andanswer a questionnaire three times during the semester: before Rankine cycles have beencovered in class, just after the homework assignment on Rankine cycles with regeneration is due,and just after the project based on the article is due. The questionnaire asks about understandingthe article, ability to follow the thermodynamic modifications of the article, and ability toreproduce the thermodynamic calculations of the article. All three of these are expected toimprove as the students learn the material in the course and work with it through homework andthe design project. Confidences in ability to understand engineering principles and to reproducecalculations of similar articles are also expected to improve during the study and are probed withseparate questions. This study hopes to show that life-long learning can be encouraged in lower-level courses with the appropriate selection of articles.
AU  - Laura P. Ford
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Using an Article in a Sophomore Engineering Science Class to Boost Life-long Learning Confidence 
UR  - https://peer.asee.org/24991
DO  - 10.18260/p.24991
ER  -