Using the experiential learning model to transform an engineering thermodynamics course

Rochester Institute of Technology (RIT) has long been committed to experiential learning within its undergraduate engineering programs. With one of the oldest cooperative education programs in the country, RIT firmly believes in learning through doing. This paper describes how an experiential learning model is also incorporated within the classroom in order to improve student learning within a thermodynamics course. The experiential learning model can be applied while designing a course to ensure that planned activities give full value to each stage of the process. The methodology is based on an existing educational model which includes four basic stages; active experiences, reflective observations, abstract conceptualization, and active experimentation. Traditionally, a course in thermodynamics is taught in a lecture style which addresses the conceptual phase of the experiential learning model. In this paper, discussions and specific details are presented on how an experiential learning model is used in order to transform an existing thermodynamics course. Preliminary assessment results based on course-end student feedback are included which indicate a high level of perceived learning in the course.