Assessment of CHAPL Implementation

• Replaced lecture with Hands-On, Cooperative, Problem-based environment. Required junior level course – Fluid Mechanics

and Heat Transfer. 2nd course in transport series

• Application based course following up theoretical course

• Course splits into fluid mechanics half, and heat transfer half

Outline of Course

• Class split into groups Each group member assigned a concept.

• 2-3 class periods + 1 office hour spent developing teaching materials to bring concept back to home group.

• Group members rotate through leading home group through learning concept.

• Home group has design project combining all concepts.

• Repeat for heat transfer.

Jigsaw Method

CHAPL EnvironmentTraditionally a lecture course; while we have essentially eliminated all lectures.

Desktop Learning Module (DLM)

Moving pedagogy to standard classroom

First Generation DLM and Cartridges

Assessments

• Learning styles inventory

• Critical thinking rubric & writing assignments

• Concept inventory

• Surveys

• Focus groups

• Curricular debrief

0%20

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%60

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Much More More Often Same Less Often Much Less

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More time on taskOutside class discussionInteracted w/ othersInteracted w/ instructorCreated own understandingPrepared for industry

2002 Survey Comparing CHAPL to Standard Classes

2006 Critical Thinking Results

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Initial Midpoint Final

APL

CHAPL

2007 Concept Inventory Results

31%

64%

37%

100%

48%

42%

75%

44%

88%

53%

0%

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energy vs. temperature heat vs. energy steady state vs equilibrium

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Pre-test CHAPL

Post-test CHAPL

Pre-test Trans.

Post-test Trans

43% 43%

7%

50%

64%

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63%

56%

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81% 81%83%

0%

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linear momentumconservation

bernoulli equationincluding barometric

equeation

Conservation of Mass

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Pre-test CHAPL

Post-test CHAPL

Pre-test Trans.

Post-test Trans