2024 ASEE Annual Conference & Exposition

This paper describes 10 years of pre/post assessment data for a heat transfer course taught using problem-based learning. The course is required for third-year students completing the mechanical engineering concentration and is taught annually at a small liberal arts university.

Each year, students completed the Heat and Energy Concept Inventory (HECI), hosted online at the AIChE Concept Warehouse, as both a pre- and a post-test for the course. Statistically significant differences were found between the pre/post mean responses for the complete inventory as well as the inventory’s content areas. In addition, statistically significant differences between pre/post mean responses in a given year are considered in light of any substantial changes to the course material and/or structure.

In addition to the quantitative results, selected comments from the corresponding class’ Senior Survey, which students completed one year after finishing the heat transfer course, are discussed. Student comments indicated the course structure was a challenging way but helped them improve their approach to independent learning and working in groups. In addition, students expressed increased confidence in working on complex, open-ended problems.