Publication Date

6-22-2020

Document Type

Conference Proceeding

Publication Title

ASEE Annual Conference and Exposition, Conference Proceedings

Volume

2020-June

DOI

10.18260/1-2--34780

Abstract

This paper examines the implementation of competency-based learning assessment in an undergraduate thermodynamics course. Following a method presented for an undergraduate dynamics class at the 2018 ASEE Annual Conference, subject matter in this class was divided into three categories - preliminary, required, and supplementary topics. Each category included multiple sub-topics, with a total of 13 sub-topics for the whole semester. Students were quizzed on each subtopic. Students could not take quizzes on topics in the next category unless they received a score of 88% or better on all the quizzes in the current category. Student scores on specific final exam questions were compared to those of students in a course taught using traditional methods. Results show similar performance on theory questions but a marked improvement in student ability to solve calculation problems of fundamental topics when taught using CBL, and student feedback was also extremely positive. Pros and cons of this method of teaching are discussed, and several recommendations for improvement are made.

Comments

© 2020 American Society for Engineering Education

Department

Mechanical Engineering

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