Sustainability-Focused Project-Based Learning in a Heat Transfer Course

Christopher Gioia; Samantha (Sami Bortz

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Conference: 2024 ASEE North Central Section Conference
Location: Kalamazoo, Michigan
Publication Date: March 22, 2024
Start Date: March 22, 2024
End Date: March 23, 2024
Page Count: 21
DOI: 10.18260/1-2--45638
Permanent URL: https://sftp.asee.org/45638
Download Count: 19

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Paper Authors

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Christopher Gioia Slippery Rock University orcid.org/0000-0002-0631-5842

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Chris Gioia is an Assistant Professor in the Department of Engineering at Slippery Rock University. He is the faculty adviser for the Formula SAE team at SRU, and is a member of the Department curriculum committee. Dr. Gioia teaches courses in Heat Transfer, Dynamics, Machines and Mechanisms, Mechanical Control Systems, and Capstone Design. His research interests include control systems, cyber-physical systems, project-based learning pedagogy, heat exchangers, and biodiesel production. Dr. Gioia earned his B.S. in Mechanical Engineering from Penn State University, and his M.S. and Ph.D. in Mechanical Engineering from West Virginia University. He also worked as a post-doctoral research fellow at the National Energy Technology Laboratory in Morgantown, WV, where he researched waste heat recuperators in Supercritical CO2 Power Cycles from 2016-2017.

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Samantha (Sami Bortz

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Abstract

Climate change is one of the most notable societal challenges that is being pursued in the field of Mechanical Engineering. As a result, sustainability-focused design is becoming more prevalent in industry, and the same is true of Mechanical Engineering curricula. In this paper, a project-based learning strategy is presented that requires Mechanical Engineering undergraduate students to complete a sustainability-focused design project in their Heat Transfer course. To ensure an authentic engineering experience, the design projects were defined based on the immediate needs of the Macoskey Center (MC) at SRU. The MC is a 70-acre sustainability facility that aims to inspire and create a more just and sustainable future through education, demonstration, and research. The director of the MC acted as the customer in the engineering design process, and she was responsible for defining the project scope and requirements. All projects had to use only sustainable processes and materials during the design process. Additionally, two design concepts were required – one with the goal of minimizing cost and time, and the other with a larger allowable budget and project timeline. The first project option was to assess the current HVAC system for the main building of the MC and propose methods of improving it. The second project required the student team to design an insulated space in an existing barn so it could be used as an educational meeting area. The third project had the goal of upgrading an existing greenhouse with a thermal management system, enabling it to be used through the winter months. The final project option required students to design an automated chicken waterer winterization system. The targeted educational outcomes included discussion of the mechanisms of heat transfer, design generation and selection, selection of sustainable processes and materials, and discussion of the social economic and social aspects of their design. Students were required to generate two concepts, one with limited financial restrictions, and another that is more cost effective and could be implemented easier. Students presented their work in a written report as part of their overall summative assessment and through an oral presentation to the MC director. The main outcomes of this strategy included incorporating authentic sustainability-focused design experiences as well as development of interpersonal relationship and teamwork skills.

Citation
Format

Gioia, C., & Bortz, S. S. (2024, March), Sustainability-Focused Project-Based Learning in a Heat Transfer Course Paper presented at 2024 ASEE North Central Section Conference, Kalamazoo, Michigan. 10.18260/1-2--45638

TY - CPAPER
AB - Climate change is one of the most notable societal challenges that is being pursued in the field of Mechanical Engineering. As a result, sustainability-focused design is becoming more prevalent in industry, and the same is true of Mechanical Engineering curricula. In this paper, a project-based learning strategy is presented that requires Mechanical Engineering undergraduate students to complete a sustainability-focused design project in their Heat Transfer course. To ensure an authentic engineering experience, the design projects were defined based on the immediate needs of the Macoskey Center (MC) at SRU. The MC is a 70-acre sustainability facility that aims to inspire and create a more just and sustainable future through education, demonstration, and research. The director of the MC acted as the customer in the engineering design process, and she was responsible for defining the project scope and requirements. All projects had to use only sustainable processes and materials during the design process. Additionally, two design concepts were required – one with the goal of minimizing cost and time, and the other with a larger allowable budget and project timeline. The first project option was to assess the current HVAC system for the main building of the MC and propose methods of improving it. The second project required the student team to design an insulated space in an existing barn so it could be used as an educational meeting area. The third project had the goal of upgrading an existing greenhouse with a thermal management system, enabling it to be used through the winter months. The final project option required students to design an automated chicken waterer winterization system. The targeted educational outcomes included discussion of the mechanisms of heat transfer, design generation and selection, selection of sustainable processes and materials, and discussion of the social economic and social aspects of their design. Students were required to generate two concepts, one with limited financial restrictions, and another that is more cost effective and could be implemented easier. Students presented their work in a written report as part of their overall summative assessment and through an oral presentation to the MC director. The main outcomes of this strategy included incorporating authentic sustainability-focused design experiences as well as development of interpersonal relationship and teamwork skills.
AU - Christopher Gioia
AU - Samantha (Sami Bortz
CY - Kalamazoo, Michigan
DA - 2024/03/22
PB - ASEE Conferences
TI - Sustainability-Focused Project-Based Learning in a Heat Transfer Course
UR - https://sftp.asee.org/45638
DO - 10.18260/1-2--45638
ER -