267218 Coursecasting to Conquer Content in Thermodynamics

Tuesday, October 30, 2012: 3:15 PM
329 (Convention Center )
J Richard Elliott, Chemical and Biomolecular Engineering, The University of Akron, Akron, OH

The content in the sophomore thermodynamics course can become overwhelming when it is the only thermodynamics course in the curriculum. Recent additions relate to molecular perspective for preempting misconceptions, biological insights and applications, and active learning. Each addition faces tough constraints regarding traditional content on energy, entropy, and equilibrium and their linkage throughout the curriculum. Fortunately, coursecasting can enhance the efficiency of classroom contact while retaining the benefits of verbal guidance. Its best use is in illustrating sample calculations. Class time is used to introduce concepts and illustrate brief examples. More in-depth examples are best treated through coursecast recordings that include verbal queries and prompts to pause. Statistics on the viewing habits of students indicate which examples have the highest impact and how students respond to project due dates and test preparation. A companion workbook guides students through reading exercises, ConcepTest preparation, and drills for test preparation. Student comments indicate that the incorporation of coursecasting is the most appreciated study aid in years.

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