Applied Learning within Thermodynamics: A Perspective on Energy Concepts

Maynard, Cole; Newell, Brittany; Lucietto, Anne M.; Hutzel, William J.; Garcia-Bravo, José

doi:10.1109/fie.2018.8658922

Cited by 3 publications

(3 citation statements)

References 26 publications

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“…Evaluation of the project showed that students gained an appreciation for solar energy and its applications and fostered student confidence in their ability to improve solar panel performance. These findings aligned with research indicating that transformed classes motivate engineering technology students, improve classroom culture, and student learning potential [6]. Active learning pedagogies have been designed to provide students with opportunities to engage with the learning process as active participants, which promotes a deeper understanding of content and overcomes many of the disadvantages present in traditional lecture-based classes [2].…”

supporting

confidence: 70%

“…After this experience, students indicated they were more confident in their technical knowledge, showcasing the advantages of incorporating hands-on activities in courses traditionally delivered via lecture [5]. These results connect to other literature that showed improved student understanding of concepts taught through project-based learning methods [6]. Another experiential learning example in thermodynamics had undergraduate students assisting with the installation of a solar photovoltaic array on a campus rooftop [7].…”

supporting

confidence: 69%

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A Thermoelectric Cooling Project to Improve Student Learning in an Engineering Technology Thermodynamics Course

Cruse,

Hall,

Hollins

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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confidence: 70%

supporting

confidence: 69%

A Thermoelectric Cooling Project to Improve Student Learning in an Engineering Technology Thermodynamics Course

Cruse,

Hall,

Hollins

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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“…The second technical project investigates power cycles and Stirling engines. The breakdown of the two projects, is described by Maynard et al, [27] as: ─ Technical Project 1 Focus: Solar Energy [28] • Primary Task: Measure Current, Voltage, Power Output on small solar panels The pedagogy utilized throughout the courses followed Bloom's Taxonomy [22] [24] as a guide. Within MET 32000, the second of the two courses in applied thermodynamics, students learn about alternative forms of renewable energy including solar, hydroelectric, biomass, and wind within a lecture and through the completion of an Introduction to Renewable Energy Certificate from Solar Energy International.…”

Section: Project Designmentioning

confidence: 99%

Experiential Learning in the Energy Based Classroom

et al. 2021

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Engineering technology students revel in enhanced learning experiences that include the use of hands-on methods to teach the real-world usage of the tech-nical material. These learning experiences increase applied knowledge and retention in these students and others in related STEM fields. Using research-based learning theory in a project-based and team-based learning environment, the course developers transformed the learning experience from sterile lecture type courses to interactive experiences that enhance and build on the course concepts. Surveys were used to further delve into student perception of the learning experience providing faculty with an assurance that students have ful-ly developed a level of competency in the desired topic used in the interven-tion. The goal of this research is to further delve into the use of personalized learning to engage and encourage student growth. Course developers incorporated known practices of team and project-based learning theory when making changes to the course foundation. The application of project-based learning theory is based on literature reviews, and the results seen within similar technology and engineering based STEM disciplines. Course surveys were used to collect information from the students to further understand how changes to the course delivery impacted them and affected the learning environment. Initial results suggest improved student engagement, and engagement with course materials as a result of the transformation of class delivery. Evidence shows that the classroom experience is enhanced by this type of activity. Sup-porting findings by researchers in other areas show that experiential or active learning improves students’ understanding and engagement with concepts taught through project-based learning methods.

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