TUES: Comprehensive Course Redesign: Thermodynamics for Next Generation Engineers

本项目将利用基于挑战的学习活动对热力学第一课程（FTC）进行全面的重新设计。基于挑战的活动将精心设计，以支持学生通过无缝耦合微观和经典热力学尺度来发展熵和可用能量的深刻概念，从而使他们具备设计和开发未来最先进的能源技术的能力。每个基于挑战的学习模块都将整合几个热力学概念，并培养学生独立和小组研究和解决问题的能力。此外，大多数学习模块都是围绕能量转换技术的比较，并将支持学生探索这些技术的理论分析和实际应用。学生在这门转变后的课程中的学习情况将以几种方式进行评估，包括与传统学生在第二门热力学课程中的比较。由工业界和学术界成员组成的外部咨询委员会将审查改造后课程的教学材料。除了提供更广泛的影响，以更好地培养下一代工程师，提高对热力学和能源相关问题的理解，全面的课程重新设计将：1.)影响许多工程专业的学生（例如，机械，石油，土木和核工程）；2)在课程重新设计中使用基于挑战的学习模块，强调以问题/挑战为基础的方法来传达将提高学生学习、成功和记忆的概念，包括在代表性不足的学生中；3)利用多种传播机制，如由工业界和学术界成员组成的顾问委员会、项目网站、期刊文章、会议报告以及与ME部门主管的积极接触。

This project will make use of challenge-based learning activities in a comprehensive redesign of the first thermodynamics course (FTC). Challenge-based activities will be carefully crafted to support students as they develop deep conceptualizations of entropy and available energy by seamlessly coupling micro and classical scales of thermodynamics so that they are equipped to design and develop tomorrow's state-of-the-art energy technologies. Each challenge-based learning module will both integrate several thermodynamic concepts and foster independent and group research and problem solving among students. Further, most learning modules are oriented around comparisons of energy conversion technologies and will support students as they explore theoretical analyses and practical applications of these technologies. Student learning in this transformed course will be evaluated in several ways, including comparison with traditional students in a second thermodynamics course. Materials for teaching the transformed course will be reviewed by an external advisory board composed of members from industry and academe. In addition to offering broader impact in the way of better preparing next generation engineers with improved understanding of thermodynamics and energy related issues, the comprehensive course redesign will: 1.) influence many engineering students across several disciplines (e.g., mechanical, petroleum, civil, and nuclear engineering); 2.) use challenge-based learning modules in the course redesign, which emphasize problem/challenge-based approaches to conveying concepts that will improve student learning, success, and retention, including among underrepresented students; and 3.) make use of multiple dissemination mechanisms such as an advisory board with members from industry and academe, a project web site, journal articles, conference presentations, and active engagement with ME department heads.