Experiences combining technology, assessment, and feedback to improve student learning in mechanical engineering thermal science courses

This paper describes techniques that have been developed to combine technology, assessment and feedback in two different required undergraduate courses in mechanical engineering. In both thermodynamics and fluid mechanics, technology was incorporated in a variety of ways. For example, the daily learning objectives and class syllabi were provided to the students via the Web, which allowed for the inclusion of just-in-time responsive content for the courses. Assessment of student learning was incorporated into all aspects of the course, for example, hand-in assignments were made for reading assignments. Feedback was provided on these reading assignments. Summative feedback was provided through exams and homework. The exams included conventional problems in addition to concept questions. Technology, assessment, and feedback were combined through the use of a personal response system, and in-class assessment questions. The in-class assessment questions included concept questions and questions that allowed students to assess their understanding of specific skills needed in thermodynamics and fluid mechanics. A post course survey method was used in evaluating the effectiveness of these techniques on student study habits, student learning, and long-term retention of the material, in addition to issues about class size. In general, students found these methods to be very helpful to their learning, allowing them to form a somewhat robust conceptual framework for the course material