Developing and assessing a collaborative open-ended design project with a renewable energy focus in an introductory thermal sciences course

Abstract

This paper describes the development and assessment of a collaborative open-ended design project for a second-year Introduction to Thermal Sciences course, in which groups had to design a renewable energy portfolio that would meet the University of San Diego's energy needs. The project was broken into three individual tasks, and the deliverables were a technical report and an oral presentation. Final reports submitted by groups in spring 2022 were directly assessed using rubrics to determine the efficacy of the project at meeting four of the student outcomes addressed by the course (1—ability to solve complex engineering problems, 2—ability to apply the engineering design process, 4—consider the impact of engineering solutions, and 7—ability to acquire and apply new knowledge). Four out of the six groups achieved student outcome 1, and five of the groups achieved student outcomes 2, 4, and 7. A self- and peer-evaluation form was used to indirectly assess student outcome 5—ability to function effectively on a team, and results showed that 27 of the 29 students achieved the outcome. Indirect assessment was performed using an anonymous survey instrument, and students’ responses about how the project improved their abilities in all skills that were assessed were statistically different from neutral in the positive direction. Students’ responses about their perception of the project organization, tasks expectations, timing, and difficulty were also statistically different from neutral in the positive direction. Open-ended feedback indicated that students appreciated learning about renewable energy, having real data from a realistic customer, and the amount of autonomy they were given.