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|  | |  |\n|  |  |  |  |  |  |\n\nFALL 2017  \nThermodynamics in High Rhythms and Rhymes: Creative Ways of Knowing in Engineering  \nDIANA BAIRAKTAROVA Virginia Tech Blacksburg, VA  \nAND  \nMICHELE EODICE University of Oklahoma Norman, OK  \nABSTRACT  \nThermodynamics is a foundational course in nearly every engineering program. In a traditional classroom, instructors focus on the analysis of thermodynamic energy systems and their application to real world contexts. Because these complex systems can be difficult to understand, some instructors encourage students to tap into their creative side and translate thermodynamics into a language they can clearly understand. In this study, the instructor of a sophomore-level engineering thermodynamics class asked students to generate a creative interpretation of Thermodynamics. The presentations were a high-energy event in rhythms and rhymes, as students presented their creative work; evaluation shows the creative interpretation helped clarify course concepts and increased students’ appreciation of thermodynamics and the engineering profession. This study further investigates the relationship between students’ performance on problems and final exam scores [N=147] . Results indicated that students’ engagement in creative presentations contributed to their learning on the topic chosen by students in their creative entries.  \nKey words: Creativity, engineering education, thermodynamics  \n“Thermodynamics, what a wonderful class.  \nIt’s what Dr. B teaches us, with a tad bit of sass.  \nWe learn about heat energy, and what it can do.  \nShe makes it so fun and easy to learn, for me and for you.”  \nCreated by Kaamil Dill  \nADVANCES IN ENGINEERING EDUCATION  \nThermodynamics in High Rhythms and Rhymes: Creative Ways of Knowing in Engineering  \nINTRODUCTION  \nGlobally there are calls for “coupling creativity and education” in order to prepare students for the demands of 21st century professions (Shaheen 2010, p.168) . Even in the face of “the stereotype that science is dictated by unyielding facts and figures, with little room for ambiguity and creativity,”many educators are developing creative assignments (Stockwell 2016, p. 95) . Engineering educators rely on a broad and deep repertoire of pedagogical methods to motivate and stimulate student interest and engagement, and some of these methods might be considered “creative.”  \nOver the past 50 years or more, creativity has moved from the narrow definition of “self-expression”to become a prominent concept in learning and teaching. Whether “teaching creatively” or “teaching for creativity,” innovative pedagogies that foster opportunities for students to develop creative products have been associated with enhanced learning and student empowerment (Craft et al 2001; Collard and Looney 2014) . Although many instructors avoid the risks associated with creative assignments and let the products of evaluation (essays, exams, lab reports, etc. ) continue to take familiar forms within disciplines, many others are attracted to contemporary views of creative ways of knowing and doing.  \nIn a recent study of how developing creative products might improve scientific literacy, Stockwell offered students options “to communicate a message through an artistic piece   including poems, photo or videography, and fine art or folk pieces”(p. 95) . Findings were positive for improving writing skills, increasing interest in the field, and fostering critical thinking. The potential for transformative learning seems inherent in teaching creatively as well (Coate and Boulos 2012) .  \nSpecific to engineering instruction, comparative results showed improved performance and satisfaction in a thermodynamics class following pedagogical changes such as including “active learning” (students designed a mock television game show, for example) and using multimedia to present information (Byerly ","cbCaid6D4alTYj9f","https://ap.wps.com/l/cbCaid6D4alTYj9f","pdf",2886161,18,"English","# Abstract\n# Key words\n# Introduction\n## Creativity and education in the 21st century\n## Creative teaching and transformative learning\n## Creative pedagogies in engineering thermodynamics\n# Study design and presentation format\n# Assessment challenges and learning frameworks","[{\"question\":\"What creative activity did students perform in the thermodynamics course?\",\"answer\":\"Students generated creative interpretations of thermodynamics and presented them in a high-energy event using rhythms and rhymes, with many options such as poems, comics, songs, short stories, and videos.\"},{\"question\":\"How did the creative interpretation affect student learning and attitudes?\",\"answer\":\"Evaluation showed the creative interpretations helped clarify course concepts and increased students’ appreciation of thermodynamics and the engineering profession.\"},{\"question\":\"What relationship did the study investigate between student performance and exam outcomes?\",\"answer\":\"The study investigated how students’ performance on problems related to their final exam scores, using results from N=147 students.\"}]","Thermodynamics in High Rhythms and Rhymes: Creative Ways of Knowing in Engineering | PDF",1792065800,45]