using the experiential learning model to transform an...

34th ASEE/IEEE Frontiers In Education Conference

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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


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Presentation Outline

• RIT Description

• Experiential Learning @ RIT

• Classroom Learning Aids

• Course Assessment

• Conclusions, Acknowledgements, and Questions


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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


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Experiential Learning @ RIT • RIT firmly believes in learning

through doing

• Experiential learning methodology based on Kolb’seducational 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)


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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)


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Experiential Learning @ RIT

Active

Experiences

(Stage One)

Active

Experimentation

(Stage Four)

Reflective

Observations

(Stage Two)

Abstract

Conceptualization

(Stage Three)

• Students are able to

look back and

examine the

underlying principals

of thermodynamic

devices and

processes


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Active

Experiences

(Stage One)

Active

Experimentation

(Stage Four)

Reflective

Observations

(Stage Two)

Abstract

Conceptualization

(Stage Three)

• Usually occurs in a

traditional lecture

style learning

environment


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Active

Experiences

(Stage One)

Active

Experimentation

(Stage Four)

Reflective

Observations

(Stage Two)

Abstract

Conceptualization

(Stage Three)

• Students are able to

make parametric

adjustments to

devices used in stage

one and observe the

effects


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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


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Absolute vs. Gage Pressure Set-Up

• Used to show

students how

atmospheric pressure

impacts pressure

gage readings


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Air is pumped

into left chamber

Right chamber is

at atmospheric

pressure

Air is pumped into

right chamber

Pressure of left

chamber appears to

drop as pressure

around gage

increases


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Vacuum Boiling Bottle

• Used to demonstrate

the interdependence

of boiling temperature

and pressure


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Internal Combustion Engine Displays


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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.


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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


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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


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Acknowledgements

• Kate Gleason Endowment Fund

• Mechanical Engineering Department -Machine Shop Staff and Admin Staff

• Mr. Richard T. Chambers


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Questions

Author Contact Info:

Margaret Bailey, [email protected]

John Chambers, [email protected]

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