Аннотация
Abstract Implementation of State-of-the-Art Learning Tools in the School of Engineering at XXX University in the Post-YYYY Republic of XXXX In 2011, the School of Engineering at XXX University accepted its firstcohort of students. The core building-blocks of the School of Engineering at XXXUniversity are: problem-centered learning, the „upside-down‟ curriculum,mathematics in context, design orientation, and combining simulation withlaboratory and workshop practices. These core building-blocks are all connectedthrough the central themes of safety and sustainability, transferable skillsdevelopment, and management and entrepreneurship. The School of Engineering‟steaching program has been developed in partnership with XXX University, one ofthe world‟s best universities. The curriculum was developed after a “needsanalysis” identified the attributes desirable to companies looking for engineers inthe Republic of XXXX. In order to support the core-building blocks of the School of Engineering atXXX University, a number of state-of-the-art learning tools have beenimplemented into the engineering curriculum, including, but not limited to: aVirtual Chemical Vapor Deposition Laboratory (Koretsky et al.), Concept Testsfrom the AIChE Concept Warehouse (Brooks et al., AC 2012-4310), and ElevatorPitches identified in Dahm, et al.‟s Promoting Entrepreneurship in a SophomoreIntroductory Design Course (Dahm et al.). This paper will describe the means by which these learning tools wereimplemented into the curriculum at the School of Engineering at XXX Universityand, in an introductory course in engineering thermodynamics, identify the impacton the use of Concept Tests on students‟ perception of learning using a pre- andpost- course self-assessment on learning preferences coupled with student (pre-course) assessment using Felder and Silverman‟s Index of Learning Styles (Felderand Silverman, 1991).