incorporated important changes into its undergraduate curriculum so as to produce engineers ready to meet challenges in the real world. The heat transfer laboratory program has been bifurcated into two parts that compliment one another quite well. The first part consists of a few skillbuilding experiments that help students to learn methodologies and instrumentation, as well as to assimilate fundamental concepts and acquire capability to model/evaluate thermal systems. The second part of the laboratory work consists of a team project, which provides students an opportunity to integrate their knowledge from current and prior courses to solve open-ended thermal science problems. The pragmatic nature of many of these team projects has attracted industrial collaborators into the program. These collaborators have provided products, and in some cases engineering-staff time, to ensure the success of “need-to-know ” type industrial projects. Modification of the “traditional ” heat transfer laboratory activity within the curriculum has been observed to increase student motivation towards the subject material of the course. During this activity, student teams accrue experience that is extremely valuable to their overall development as engineers. Efforts to sustain and improve the program to keep pace with the changing needs of modern day industry are addressed. Important changes required to enhance future success are also discussed
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