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Personalized Thermodynamics Homework Problems—Pilot Study ASEE 2005-734 Roy W. Henk, LeTourneau University Introduction Personalized homework problems are enhancing the instruction of engineering thermodynamics by providing immediate feedback to students and faculty. In the engineering school at LeTourneau University, we piloted a set of thermodynamics problems that were personalized for each student in the class. These problems followed the protocol for a computer- assisted personalized-approach (CAPA) to learning on-line (LON) that was developed at Michigan State University (MSU). The LON-CAPA system has been successful for instruction of the natural sciences [1, 2, 3, 5, 6, 8]. At LeTourneau, we have extended the CAPA tools to the instruction of engineering thermodynamics. Mastery of thermodynamics concepts requires students to solve problems using several steps to achieve the desired learning results. Practice using multiple steps to discover the final answers is essential. When required to provide an answer at each logical step, each student strengthens his or her problem-solving technique in addition to arriving at the correct final solution. Computerized assessment of each individualized homework problem gives immediate feedback to the student. Individualized problems encourage collaboration about the process of solving the problem without allowing students to uncritically copy another’s answers. Description of the CAPA system The CAPA system hosted the individualizing of problems, provided feedback to the students and faculty, and reduced the load on faculty and graders. Individualized problems meant that the correct answer was unique for each student. This required that each student solve his/her own homework and that each homework problem be graded individually. CAPA homework was administered to students online. Each student received a distinct pass code to access his/her individualized problems. Some students printed out the problem to work offline, to keep a record of their results, to bring to class for discussion, and to use in studying for tests. Appropriate student collaboration on concepts and solution methods was encouraged. When the student supplied answers, immediate feedback was provided indicating whether the student’s answer was correct. The system benefited students with special learning or physical needs. LON-CAPA provided feedback to instructors as well, enabling them to spot troublesome concepts and to identify students who needed special assistance. After the due date, the homework set was closed but still accessible, and students then moved on to the next topic. Goals The goals of the pilot study were to: ● adapt the CAPA system to the instruction of engineering thermodynamics by creating problems according to the CAPA protocol, and ● enhance thermodynamics instruction by increasing student accountability. In an average thermodynamics course at LeTourneau University, about 150 problems are assigned for the students to attempt. Optimally, homework will be composed of a combination of CAPA problems, providing immediate feedback, and a reduced number of traditional problems which receive thorough hand checking. The eventual goal is to develop 100 engineering thermodynamics problems following the LON-CAPA protocol. The CAPA thermodynamics problems created will exercise the core concepts in popular textbooks and will be indexed to similar problems in these texts. We will test the problems to ensure they are debugged and assessed for “discrimination” and “degree of difficulty.” Then the problems will be disseminated nationwide to engineering schools via MSU.

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Henk, R. (2005, June), Personalized Thermodynamics Homework Problems Pilot Study Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15434