Implementation of an Embedded Project-Based Learning Approach in an Undergraduate Heat Transfer Course

摘要

BACKGROUND OR CONTEXT:Griffith University has recently added the mechanical engineering discipline to its offerings inthe School of Engineering. Within the school there is a vision to enhance student learningoutcomes, engagement and improve retention through implementation of a student-focusedlearning approach. A range of project-based learning initiatives are to be implemented.These projects range from small embedded projects in traditional courses to whollycontinuous assessment courses with a strong PBL focus. The third-year mechanicalengineering heat and mass transfer course was developed using a design-and-build projectas the central theme and was run for the first time in 2014.PURPOSE OR GOAL:This study is concerned with describing an innovative ‘double-pipe heat exchanger’ designand-buildproject, how it was used to introduce the concepts of heat transfer and howsuccessful it was in terms of student performance in assessment items, student experienceand alignment with course objectives.APPROACH:Rather than a completely ‘flipped classroom’, the developed course contained elements of a‘chalk and talk’ approach with regular lectures scheduled along-side the main projectactivities. Moreover, regular tutorial questions were given to students during laboratorysessions, to complete whilst waiting for access to equipment. The project given to thestudents was to design and build a double-pipe heat exchanger to achieve the maximumsteady-state heat transfer rate from hot water at 60 C flowing at a fixed rate of 1.2 L/min.Throughout the semester, as each of the key topics was introduced for heat and masstransfer, the double-pipe heat exchanger was used in the lecture as the starting point fordiscussion with illustrative example calculations. Students worked in groups but wererequired to write individual project reports.DISCUSSION:The course was well received by the students with 93% positive feedback on the overallstudent evaluations of the course (the remaining 7% was neither positive nor negative). Thestudents enjoyed the course, engaged well with the project and performed well on allassessment items and exam questions connected to the themes of the project.RECOMMENDATIONS/IMPLICATIONS/CONCLUSION:This case study provides further evidence that inclusion of a strong running theme using anembedded project within a traditional ‘chalk and talk’ course can be an effective pedagogicalapproach without completely abandoning the traditional lecture/tutorial delivery model. Themain merit of the embedded project was in providing a concrete, ‘hands-on’ experience ofheat transfer processes which served as scaffolding for introduction of new concepts withinthe course material.