Assessment of CHAPL Implementation

1. 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

2. 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.

3. Jigsaw Method

4. CHAPL Environment Traditionally a lecture course; while we have essentially eliminated all lectures.

5. Desktop Learning Module (DLM)‏ Moving pedagogy to standard classroom First Generation DLM and Cartridges

6. Assessments • Learning styles inventory • Critical thinking rubric & writing assignments • Concept inventory • Surveys • Focus groups • Curricular debrief

7. 2002 Survey Comparing CHAPL to Standard Classes

8. 2006 Critical Thinking Results

9. 2007 Concept Inventory Results