Using Design, Build and Test Projects for Improving the Design of Fluid-Thermal Systems and HVAC Design

工程机械（56）该项目正在调整和实施选定的设计-建造-测试（DBT）活动，这些活动来自威斯康星大学密尔沃基分校、科罗拉多州立大学和爱达荷州大学开发的项目。 热科学课程正在进行改革，改变了三个必要的讲座和实验室课程的方式，一个独立的机械工程实验室课程的内容是通过执行设计，建造和测试（DBT）活动与讲座相结合。目前正在开发两个DBT课程模块，一个是热交换器模块，另一个是大型建筑空调系统模块。(1)实践经验被用来为学生提供更好地理解讲座中讨论的抽象概念，通过设计、建造和测试（DBT）项目建立与工业应用的明确联系。 (2)适应是通过在他们的工程学位课程的中期阶段为他们提供开放式的设计问题的经验，提高学生的学习。 (3)通过实际应用和立即、相关的实施，正在提高对热流体内容的理解。(4)DBT活动通过要求学生做出直接影响过程结果的决定来提高学生的批判性思维能力。(5)该过程培养了一个合作学习的环境，并为学生提供了强烈的成就感。评估过程评估（1）DBT方法如何使学生能够将数学，科学和工程应用于热流体系统设计，（2）学生在团队中发挥作用的能力，以发展，专业和道德责任，以及（3）改革后的课程如何提高学生对热/流体学科的兴趣，保留和招收未来的学生，特别是代表性不足的学生。

Engineering-Mechanical (56) The project is adapting and implementing selected design-build-test (DBT) activities in fluid-thermal systems, heating ventilation and air-conditioning from projects developed at the University of Wisconsin-Milwaukee, Colorado State University and the University of Idaho. Thermal science curriculum are being reformed with changes to three required lecture and laboratory courses in such a way that the contents of a stand-alone mechanical engineering laboratory course is integrated with lectures through the execution of design, build, and test (DBT) activities. Two DBT course modules are being developed, one in heat exchangers and the other in scaled building air-conditioning systems.Structure and methods being employed include the following. (1) A hands-on experience is being used to provide students with a better understanding of the abstract concepts discussed in lectures by establishing a clear linkage to industrial applications through Design Build and Test (DBT) projects. (2) The adaptation is enhancing students' learning by providing them with open-ended design problem experiences in the mid-stage of their engineering degree program. (3) Improved comprehension of the thermal-fluid contents is being achieved through practical application and immediate, relevant implementation. (4) DBT activities are enhancing students' critical thinking skills by requiring the students to make decisions that directly affect the outcomes of the process. (5) The process is fostering a cooperative learning environment and is providing a strong sense of accomplishments for the students.The evaluation process is assessing (1) how well the DBT approach equips students to apply mathematics, science, and engineering to thermal-fluid systems design, (2) students' ability to function within teams to develop, professional and ethical responsibility, and (3) how well the reformed curriculum contributes to an increase in student's interests in thermal/fluid subjects, retention, and recruitment of prospective students, and in particular, underrepresented classes of students.