TUES: Comprehensive Course Redesign: Thermodynamics for Next Generation Engineers

该项目将利用挑战为基础的学习活动，在全面重新设计的第一热力学课程（FTC）。基于熵的活动将精心制作，以支持学生通过无缝耦合热力学的微观和经典尺度来发展熵和可用能量的深刻概念化，以便他们能够设计和开发明天最先进的能源技术。每个基于挑战的学习模块都将整合几个热力学概念，并促进学生之间的独立和小组研究和解决问题。此外，大多数学习模块都围绕能源转换技术的比较，并将支持学生探索这些技术的理论分析和实际应用。学生在这个转换过程中的学习将在几个方面进行评估，包括与传统的学生在第二热力学课程的比较。由工业界和企业界成员组成的外部咨询委员会将审查改革后课程的教学材料。除了提供更广泛的影响，更好地准备下一代工程师，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。影响许多跨学科的工程专业学生（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改善学生学习，成功和保留的概念，包括代表性不足的学生;以及3.）利用多种传播机制，例如由行业和企业成员组成的咨询委员会、项目网站、期刊文章、会议演示以及与ME部门负责人的积极参与。

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.