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A group project was introduced to undergraduate students in engineering thermodynamics. The goal was to provide students an opportunity to work in groups to apply fundamental principles of thermodynamics that were taught in class. The principle motivation behind introduction of the group project were to examine if learning effectiveness is improved when students work in groups and also to determine whether application of fundamental principles to real-life problems enhance student learning experience. The undergraduate class included students from a range of engineering disciplines, including mechanical engineering, civil engineering and electrical engineering at mostly the junior and senior levels. The lectures in class primarily discuss fundamental principles related to the first and second laws of thermodynamics with some examples of applications related to power cycles and refrigeration. For the project, the students were encouraged to explore relevant topics from day-to-day life where principles of thermodynamics could be employed. Each group comprised 5-7 students with varying performance based on quizzes, homework and in-class exams. The projects were evaluated based on a written report and group presentation that clearly mentioned the contribution of each member. Additionally, students were encouraged to make anonymous comments on their overall experience in working towards the project. The outcomes of the assignments as well as anonymous comments are analyzed to provide qualitative and quantitative insight into the effectiveness of the student group projects. Overall, this article will present the outcome of the student group projects and its effectiveness in engaging them and improving their understanding of principles of thermodynamics, relative to their overall engagement and performance based on other assignments.

A Group Project-based Approach to Induce Learning in Engineering Thermodynamics