Incorporating active learning into a thermal system design lecture

Abstract

Many mechanical engineering departments offer a thermal system design (or similar) course for senior students. Some courses have a laboratory component, but many are a lecture only format. This paper demonstrates how active learning-through virtual labs, a semester long project, and in-class assignments-was incorporated into the lecture portion of a thermal system design course to enhance learning and provide the students a laboratory experience without a physical laboratory. These active learning ideas can also supplement the learning during lecture for those courses which have a designated laboratory time. Anecdotal evidence of the activities indicates that students were engaged and enjoyed the active learning activities. Student reflections show that students not only achieved individual learning outcomes-such as analyze thermal system components, design and optimize thermal systems, etc.-but they synthesized them into their project and performed an evaluation, demonstrating they achieved the highest domain in terms of cognitive learning. © American Society for Engineering Education, 2013.