Challenges in Teaching Applied Thermodynamics

Most Mechanical Engineering programs offer a course in applied thermodynamics either as a requirement or as an elective for an undergraduate degree. Student success in this course depends on their preparation on fundamental concepts gained in an introductory course in thermodynamics. The divide in background knowledge among students creates a challenge for an instructor teaching the applied thermodynamics course. This paper explains how students’ background knowledge of the fundamental concepts is evaluated at the beginning of the semester. It provides a description of an approach adapted in teaching the course in order to close the gap in background knowledge among students. Through assessment results, this paper demonstrates how the adapted teaching method has improved student success. Other challenges for instruction and student assessment are discussed in this paper.