TUES: Comprehensive Course Redesign: Thermodynamics for Next Generation Engineers

本项目将在第一门热力学课程(FTC)的全面重新设计中利用基于挑战的学习活动。将精心设计以挑战为基础的活动，通过无缝结合热力学的微观和经典尺度，支持学生发展对熵和可用能量的深刻概念，以便他们能够设计和开发未来最先进的能源技术。每个基于挑战的学习模块都将整合几个热力学概念，并在学生中培养独立和小组研究和解决问题的能力。此外，大多数学习模块以能源转换技术的比较为导向，并将支持学生探索这些技术的理论分析和实际应用。学生在这门改造后的课程中的学习将通过几种方式进行评估，包括与第二门热力学课程中的传统学生进行比较。由产业界和学术界成员组成的外部咨询委员会将审查改造后的课程的教学材料。除了通过提高对热力学和能源相关问题的理解来更好地培养下一代工程师方面，全面的课程重新设计还将产生更广泛的影响：1.)影响多个学科(例如，机械、石油、土木工程和核工程)的许多工程专业学生；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概念，从而提高学生的学习、成功和留存能力，包括在代表人数不足的学生中；利用多种传播机制，如由产业界和学术界成员组成的顾问委员会、项目网站、期刊文章、会议演示文稿以及与ME部门负责人的积极接触。

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.