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.
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ASME 2008 International Mechanical Engineering Congress and Exposition
October 31–November 6, 2008
Boston, Massachusetts, USA
Conference Sponsors:
- ASME
ISBN:
978-0-7918-4870-8
PROCEEDINGS PAPER
Challenges in Teaching Applied Thermodynamics
Amir Karimi
Amir Karimi
University of Texas - San Antonio, San Antonio, TX
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Amir Karimi
University of Texas - San Antonio, San Antonio, TX
Paper No:
IMECE2008-68121, pp. 73-82; 10 pages
Published Online:
August 26, 2009
Citation
Karimi, A. "Challenges in Teaching Applied Thermodynamics." Proceedings of the ASME 2008 International Mechanical Engineering Congress and Exposition. Volume 9: Engineering Education and Professional Development. Boston, Massachusetts, USA. October 31–November 6, 2008. pp. 73-82. ASME. https://doi.org/10.1115/IMECE2008-68121
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