Cut! Adventures in Student-produced Instructional Videos for Thermodynamics
- Conference
- Location
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New Orleans, Louisiana
- Publication Date
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June 26, 2016
- Start Date
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June 26, 2016
- End Date
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June 29, 2016
- ISBN
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978-0-692-68565-5
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Chemical Engineering
- Page Count
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10
- DOI
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10.18260/p.26630
- Permanent URL
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https://strategy.asee.org/26630
- Download Count
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427
Paper Authors
J. Patrick Abulencia Manhattan College
J. Patrick Abulencia is an Associate Professor of Chemical Engineering at Manhattan College. He earned his PhD in Chemical and BIomolecular Engineering at Johns Hopkins University, and his BS in Chemical Engineering, at Manhattan College. Aside from engineering education, his interests include water filtration, alternative energy, and sustainability.
David L. Silverstein P.E. University of Kentucky
David L. Silverstein is a Professor of Chemical Engineering at the University of Kentucky. He is also the Director of the College of Engineering's Extended Campus Programs in Paducah, Kentucky, where he has taught for 15 years. His PhD and MS studies in ChE were completed at Vanderbilt University, and his BSChE at the University of Alabama. Silverstein's research interests include conceptual learning tools and training, and he has particular interests in faculty development. He is the recipient of several ASEE awards, including the Fahein award for young faculty teaching and educational scholarship, the Corcoran award for best article in the journal Chemical Engineering Education (twice), and the Martin award for best paper in the ChE Division at the ASEE Annual Meeting.
Margot A Vigeant Bucknell University
Margot Vigeant is a professor of chemical engineering and an associate dean of engineering at Bucknell University. She earned her B.S. in chemical engineering from Cornell University, and her M.S. and Ph.D., also in chemical engineering, from the University of Virginia. Her primary research focus is on engineering pedagogy at the undergraduate level. She is particularly interested in the teaching and learning of concepts related to thermodynamics. She is also interested in active, collaborative, and problem-based learning, and in the ways hands-on activities and technology in general and games in particular can be used to improve student engagement.
Abstract
In this paper we will share the quantitative and qualitative results from our study of the impact of student-made videos on conceptual understanding in thermodynamics. We will also discuss the mechanics of assigning video production in a technical ChemE course. In its final iteration, students were tasked with watching and reviewing select videos from all three schools and all previous years as homework throughout the semester. In addition, students working in pairs generated two short videos providing metaphors to aid in understanding of two different thermodynamic concepts. Results include a large library of thermodynamics videos, suitable to act as “learning objects” for topic introduction or further study outside of class, enhanced student engagement, student demonstration of the capacity to engage in lifelong learning. By the draft paper due date, we will also be able to say whether or not it also resulted in a significant change in students’ thermodynamics concept inventory scores. In previous years of the study, simply watching videos or generating a single video on a larger team did not improve student scores over control.
Abulencia, J. P., & Silverstein, D. L., & Vigeant, M. A. (2016, June), Cut! Adventures in Student-produced Instructional Videos for Thermodynamics Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26630
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