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Using the Experiential Learning Model to Transform an Engineering Thermodynamics Class

Using the Experiential Learning Model to Transform an Engineering Thermodynamics Class. Margaret Bailey, Ph.D., P.E. (Assoc. Prof.) John R. Chambers (4 th Year ME BS/MS) Rochester Institute of Technology Kate Gleason College of Engineering Mechanical Engineering Department.

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Using the Experiential Learning Model to Transform an Engineering Thermodynamics Class

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  1. Using the Experiential Learning Model to Transform an Engineering Thermodynamics Class Margaret Bailey, Ph.D., P.E. (Assoc. Prof.) John R. Chambers (4th Year ME BS/MS) Rochester Institute of Technology Kate Gleason College of Engineering Mechanical Engineering Department 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  2. Presentation Outline • RIT Description • Experiential Learning @ RIT • Classroom Learning Aids • Course Assessment • Conclusions, Acknowledgements, and Questions 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  3. Rochester Institute of Technology • Kate Gleason College of Engineering (KGCOE) • 5 Departments • Ranked 6th in Nation among non-Ph.D. (2002 U.S. News & Word Report) • RIT Enrollment • Fall 2003 - 2004 15,334 • RIT Undergraduate 12,994 (KGCOE: 1992) • RIT Graduate 2,340 (KGCOE: 367) • RIT Academic Degrees • Certificate, Diploma, AA, AAS, AOS, AS, BFA, BS, ACERT, MBA, ME, MFA, MS, MST, Ph.D • Department of Mechanical Engineering • KGCOE Co-op Requirement 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  4. Experiential Learning @ RIT • RIT firmly believes in learning through doing • Experiential learning methodology based on Kolb’s educational model • Model can also be used to improve student learning in courses like Thermodynamics • During course design, using an experiential learning model can help to ensure that planned activities give full value to each stage of the learning process. Active Experiences (Stage One) Active Experimentation (Stage Four) Reflective Observations (Stage Two) Abstract Conceptualization (Stage Three) 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  5. Experiential Learning @ RIT • Includes real life experiences involving thermodynamic devices • Small subset of engineering students have already completed this step upon entering course Active Experiences (Stage One) Active Experimentation (Stage Four) Reflective Observations (Stage Two) Abstract Conceptualization (Stage Three) 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  6. Students are able to look back and examine the underlying principals of thermodynamic devices and processes Experiential Learning @ RIT Active Experiences (Stage One) Active Experimentation (Stage Four) Reflective Observations (Stage Two) Abstract Conceptualization (Stage Three) 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  7. Usually occurs in a traditional lecture style learning environment Experiential Learning @ RIT Active Experiences (Stage One) Active Experimentation (Stage Four) Reflective Observations (Stage Two) Abstract Conceptualization (Stage Three) 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  8. Students are able to make parametric adjustments to devices used in stage one and observe the effects Experiential Learning @ RIT Active Experiences (Stage One) Active Experimentation (Stage Four) Reflective Observations (Stage Two) Abstract Conceptualization (Stage Three) 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  9. Classroom Learning Aids • Computer Simulation Packages and Available Animations • Auto Insight • Engineering Equation Solver (EES) • Example(s) of animations and clips available on the web (contact Authors for more detailed listings) • Physical Device Examples • Absolute vs. Gage Pressure Set-Up • Vacuum Boiling Bottle • V6 Chrysler Engine • Gas Turbine Engine 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  10. Absolute vs. Gage Pressure Set-Up • Used to show students how atmospheric pressure impacts pressure gage readings 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  11. Air is pumped into right chamber Air is pumped into left chamber Right chamber is at atmospheric pressure Pressure of left chamber appears to drop as pressure around gage increases 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  12. Vacuum Boiling Bottle • Used to demonstrate the interdependence of boiling temperature and pressure 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  13. Internal Combustion Engine Displays 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  14. Course Assessment • Course Learning Objectives: • Apply conservation of mass, conservation of energy, and the second law of thermodynamics to open and closed systems. • Apply thermodynamic properties and equations of state for an ideal gas, steam, and refrigerants. • Analyze the common ideal power generation cycles including the Rankine, Otto, Diesel, Brayton and their respective actual cycles. • Analyze the ideal and actual vapor compression refrigeration cycle. • Relate principles learned in thermodynamics with emerging technologies, cycles, and processes. • Improve engineering problem solving abilities. 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  15. Course End Evaluation • Through course end student evaluation and review of written comments, the course appears to be achieving its learning objectives • Standard Course End Evaluation • Questions regarding the quality and effectiveness of the instructor, clarity of the course objectives, consistency of lesson preparation, adequacy of textbook, etc. • 2003 fall quarter class / 20 students • Overall course rating: 4.64/5.00 (highest among all courses taught within the ME department during the fall quarter of 2003) • In a separate survey, students were asked to assess their competency in achieving the course objectives. • Overall result: 4.8/5.0 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  16. Conclusions • Course-end feedback results from experiential learning based course show improvements over the same course taught in previous quarters using the more traditional lecture style. Because of professor variance, a direct comparison is not included. • Future efforts to improve Thermo @ RIT 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  17. Acknowledgements • Kate Gleason Endowment Fund • Mechanical Engineering Department - Machine Shop Staff and Admin Staff • Mr. Richard T. Chambers 34th ASEE/IEEE Frontiers In Education Conference T2F-1

  18. Questions Author Contact Info: Margaret Bailey, mbbeme@rit.edu John Chambers, jrc6353@rit.edu 34th ASEE/IEEE Frontiers In Education Conference T2F-1

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