Abstract

The work proposed here consists of an educational module designed for thermodynamics (a core Mechanical Engineering course) that promotes entrepreneurially-minded problem-solving by linking the application of theory with economic and environmental costs. It was designed specifically to provide students with a hands-on approach to learning, while giving them exposure to integrating technical design and entrepreneurship. This was accomplished using an iterative design process of an electric-generating power plant that compared performance, cost, and environmental effects as key metrics. Additionally, a socio-political aspect is instilled through “governmental regulations” introduced throughout the course of the project. The module was implemented twice in Thermodynamics II. After each execution, a preliminary study was conducted via student surveys to determine if students considered the module a valuable addition to the course. These preliminary findings aimed at not only determining if the module should be continued in the future, but also at evaluating if the module resulted in: (1) increased student engagement and interest in thermodynamics, (2) increased learning effectiveness, (3) skills gained to help students integrate technical solutions with market interest, and (4) additional skills gained to help students develop the entrepreneurial mindset. Preliminary findings conclude that students perceive this module to be a great tool for not only improving learning effectiveness and engagement, but also for stimulating the entrepreneurial mindset. Future work will evaluate the developed module using quantitative data from bi-weekly progress reports, final project proposal, final presentation, team evaluation, and student surveys to validate these preliminary findings.

Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call