Abstract
Engineering technology students revel in enhanced learning experiences that include the use of hands-on methods to teach the real-world usage of the tech-nical material. These learning experiences increase applied knowledge and retention in these students and others in related STEM fields. Using research-based learning theory in a project-based and team-based learning environment, the course developers transformed the learning experience from sterile lecture type courses to interactive experiences that enhance and build on the course concepts. Surveys were used to further delve into student perception of the learning experience providing faculty with an assurance that students have ful-ly developed a level of competency in the desired topic used in the interven-tion. The goal of this research is to further delve into the use of personalized learning to engage and encourage student growth.
 Course developers incorporated known practices of team and project-based learning theory when making changes to the course foundation. The application of project-based learning theory is based on literature reviews, and the results seen within similar technology and engineering based STEM disciplines. Course surveys were used to collect information from the students to further understand how changes to the course delivery impacted them and affected the learning environment.
 Initial results suggest improved student engagement, and engagement with course materials as a result of the transformation of class delivery. Evidence shows that the classroom experience is enhanced by this type of activity. Sup-porting findings by researchers in other areas show that experiential or active learning improves students’ understanding and engagement with concepts taught through project-based learning methods.
Highlights
Energy is the fundamental concept that links multiple topics within technical fields including materials processing, electricity, mechanics, fluids, and thermodynamics
─ Slightly over 90% of all students identified as male. ─ All students involved within the study are majoring in mechanical engineering technology and taking courses required within its curriculum. ─ Most of the students in the class reported to be between their fifth and seventh semesters of the program
The provided feedback showed that students understanding of renewable energy and heat and work conversions increased as a result of technical projects, lectures, and the Renewable Energy Certificate
Summary
Energy is the fundamental concept that links multiple topics within technical fields including materials processing, electricity, mechanics, fluids, and thermodynamics. This research looks at two sequential thermodynamics courses in an engineering technology program and how the implementation of an applied learning approach impacts the student’s perception and engagement of the course materials. This article is intended to demonstrate that the synergy between these two energy-based courses with embedded projects and changes to course design is an effective means to engage and encourage learning. To achieve these objectives, major course changes were needed. It was deemed necessary to provide a theme of renewable energy throughout the two courses, a team-based applied learning approach, and the addition of technical projects. The development of the technical projects was especially critical to engage students, but to begin building an environment that is supportive of the way they learn, rather than placing these students in a traditional classroom environment [2]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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 callMore From: International Journal of Engineering Pedagogy (iJEP)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
