Pantchenko, O. S., & Wise-West, T., & Isaacson, M. S., & Shakouri, A. (2013, June), Enhancing Student Learning Through a Real-World Project in a Renewable Energy Courses Course  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19551

\bibitem{asee_peer_19551}
  Pantchenko, O. S., \& Wise-West, T., \& Isaacson, M. S., \& Shakouri, A. (2013, June), \emph{Enhancing Student Learning Through a Real-World Project in a Renewable Energy Courses Course}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19551

Oxana S Pantchenko, Tiffany Wise-West P.E., Michael S. Isaacson, and Ali Shakouri Shakouri.  "Enhancing Student Learning Through a Real-World Project in a Renewable Energy Courses Course".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19551 Internet.  07 Jun, 2024

\bibitem{asee_peer_19551}
  Oxana S Pantchenko, Tiffany Wise-West P.E., Michael S. Isaacson, and Ali Shakouri Shakouri.
  "Enhancing Student Learning Through a Real-World Project in a Renewable Energy Courses Course".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19551 Internet.  07 Jun, 2024

@INPROCEEDINGS{asee_peer_19551
author = "Oxana S Pantchenko, Tiffany Wise-West P.E., Michael S. Isaacson, and Ali Shakouri Shakouri"
title = "Enhancing Student Learning Through a Real-World Project in a Renewable Energy Courses Course"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19551}
number = {10.18260/1-2--19551}
}

TY  - CPAPER
AB  - Enhancing Student Learning Through a Real-World Project in a RenewableEnergy Courses CourseAbstractAt the University of __________, a course on renewable energy sources was complemented witha real-world project. The course was designed for engineering and non-engineeringundergraduate students and did not require any advanced mathematics or physics backgrounds.The course consisted of fifteen bi-weekly lectures, eight weekly laboratory sections, a midterm,and a final exam. The lecture material consisted of an introduction to renewable energy sources,energy harvesting, energy conversion, system efficiency, and energy storage solutions. Thelectures consisted of instructor presentations, discussions, and in-class problem solving. In 2011,for the first time, a real-world project was introduced to a class of 50 students. In groups of five,students were asked to deliver project proposals and presentations on making the Santa CruzMunicipal Wharf operate on 100% renewable energies. The students were given the real data forelectricity and gas consumption for the whole wharf for the year subdivided by the month. Thestudents were given five weeks to complete their work and present it in front of the class. Thegroup with the highest scored proposal and presentation would receive a chance to display theirwork at the newly built Monterey Bay National Marine Sanctuary Exploration Center in SantaCruz, CA. Each group’s proposal was graded by a civil engineer based on the level ofinvestigation they presented on harvesting local renewable energy sources, assumptions,limitations, recommended technologies, strategies, regulation, economics, and recommendedtimeline. Each group’s final presentation was video recorded and graded by a faculty memberfrom the Sustainability Engineering and Ecological Design Group. This paper presents theresults of our findings and student feedback from a short questionnaire conducted at the end ofthe course.
AU  - Oxana S Pantchenko
AU  - Tiffany Wise-West P.E.
AU  - Michael S. Isaacson
AU  - Ali Shakouri Shakouri
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Enhancing Student Learning Through a Real-World Project in a Renewable Energy Courses Course
UR  - https://peer.asee.org/19551
DO  - 10.18260/1-2--19551
ER  -