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1. Performance-Based Learning: An Innovative Approach to Teaching Engineering Thermodynamics in a Hybrid Learning Environment

   Akinpelu, O. (June 2023, American Society for Engineering Education, 2023. https://strategy.asee.org/43883)

   A cost-effective, secure, and portable electronic instrumentation equipment is used in Experiment Centric Pedagogy (ECP), formerly known as Mobile Hands-On Studio Technology and Pedagogy, as a teaching method for STEM subjects both inside and outside of the classroom. Since the Spring of 2020, ECP has been integrated into two Industrial Engineering (IE) courses: Thermodynamics and Materials Engineering. This has been done in various ways, including through student use at home and in-class demonstrations and teaching labs. During the most recent academic session (Fall 2021–Spring 2022), the effects of practical home-based experimentation and lab activities on students' attitudes, interests, and performance were examined for the Engineering Thermodynamics course. The outcomes of a survey known as the Motivated Strategies for Learning Questionnaires (MLSQ), which was given to 51 students, demonstrated better improvements in the student's motivation, epistemic, and perceptual curiosity, three crucial characteristics linked to their success. Along with the MLSQ, the Classroom Observation Protocol for Undergraduate Students (COPUS) assesses active learning in Industrial Engineering courses, and quantitative and qualitative data on the significant components of student achievement were gathered. Results obtained show that using ECP has improved students' awareness of material properties and increased their interest in learning about the thermodynamics concept of heat transfer in connection to various solid materials. 

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2. Evaluating the Impact of Experiment-Centric Pedagogy on Civil Engineering Undergraduates’ Motivation

   Abiodun, P. (June 2023, American Society for Engineering Education, 2023. https://sftp.asee.org/43440)

   Motivation is a strong factor in effective learning, and it has an impact on learning outcomes. Students' motivation can make or break their ability to grasp abstract courses which predominate courses taught in Civil Engineering. Students that are more motivated to study, stick with it longer, and put in more effort to perform better in class, hands-on experiments, and standardized tests. This study is designed to answer the following questions: (i) Is there a significant difference between the motivation of Civil Engineering undergraduates pre and post implementation of experiment-centric pedagogy? (ii) Is there a significant difference between Civil Engineering undergraduates’ motivation pre and post implementation of experiment-centric pedagogy based on gender? and (iii) Is there any significant association between socio-demographic characteristics of Civil Engineering undergraduates and their motivation? Motivation constructs considered in the present study include intrinsic goal orientation, task value, expectancy component, test anxiety, critical thinking, and metacognition. Undergraduates’ responses shall be collected using 7-point Likert-scales, and statistical analyses done using Statistical Package for Social Scientists (SPSS 25.0) at a statistical significance set at 0.05. 

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3. Best Practices for the Implementation of Home-based, Hands-on Lab Activities to Effectively Engage STEM Students During a Pandemic

   Owolabi, O. A. (July 2021, 2021 ASEE Virtual Annual Conference)

   null (Ed.)

   The current COVID-19 pandemic has forced many colleges and universities to remain on a completely online or remote educational learning environment for the 2020 Spring and Fall semesters, however there is a growing concern in STEM fields about how students will be able to achieve one of the major ABET learning outcomes without conducting physical, hands on laboratory exercises as many STEM disciplines are switching to virtual laboratory; an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering/scientific judgment to draw conclusions. In addition to the limited achievement of the ABET outcomes, roughly half of the population of a historically black university communicated their anxieties during the pandemic to the University President via Change.org. The students’ main anxiety is portrayed in a statement culled from the petition as follows: “Most classes are very hands-on, and we are not able to do those from home because of the limited resources available at home”. This paper highlights the best practices for the implementation of home-based hands-on activities across multiple STEM fields. The paper further elaborates on the impact of remote and virtual labs on students’ attitude, interest, and performance in STEM over the home-based hands-on experimentation. Home-based hands-on laboratory activities were performed in biology, electrical engineering, industrial engineering, transportation system, and civil engineering. The results of a Motivated Strategies for Learning Questionnaires (MLSQ) survey that was administered to about 100 STEM students revealed better gains in key constructs associated with student success, such as motivation, critical thinking, and metacognition. 

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4. Hands-on Learning Pedagogy in Teaching Concepts Relevant in the Analysis, Design, and Maintenance of Transportation Infrastructure Systems

   https://doi.org/10.1177/03611981241242067  

   Owolabi, Oludare; Abedoh, Hannah; Abiodun, Pelumi; Ikiriko, Sotonye; Wemida, Ayodeji; Duru, Chukwuemeka; Nwachukwu, Nkiruka Jane; Bello, Mojeed; Emiola-Owolabi, Olushola; Efe, Steve; et al (May 2024, Transportation Research Record: Journal of the Transportation Research Board)

   Learning critical concepts that are centered on the analysis, design, and maintenance of transportation infrastructure systems poses a measure of difficulty for undergraduates in engineering. Therefore, hands-on learning pedagogy should be an excellent precursor to increase understanding of these concepts, since the pedagogy incorporates real-life experience in the delivery. This paper describes how a hands-on learning pedagogy called experiment-centric pedagogy (ECP) has been used to teach these concepts to undergraduate students at a historically Black university. The research questions are as follows: (1) How well can ECP improve students’ understanding of concepts essential to the analysis and design of transportation infrastructure systems? (2) How has the ECP facilitated the achievement of the learning objectives of these concepts? and (3) Does an ECP increase the engagement of undergraduate students in their transportation infrastructure engineering learning and lead to measurable lasting gains? To answer these research questions, ECP was implemented and assessed when used to teach the concepts of stress and strain utilized in the analysis of bridges and other transportation infrastructure, sound used in the development and design of noise barriers, moisture content in controlling compaction of highway infrastructure systems, and degradation of infrastructure systems exposed to various environmental settings. Assessment results from 92 undergraduates reveal an increase in students’ motivation and cognitive understanding of the relevant concepts, as well as learning gains and an improved success rate compared to the traditional method of teaching. 

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5. Initial Impact of an Experiment-centric Teaching Approach in Several STEM Disciplines

   https://doi.org/10.18260/1-2--34829  

   Ladeji-Osias, Jumoke 'Kemi'; Owolabi, Oludare; Bista, Krishna; Gaulee, Uttam; Wemida, Ayodeji; Efe, Steve; Oni, Akinyele; Ariyibi, Adedayo; Ndirangu, Caroline; Olanrewaju, Emmanuel; et al (July 2020, 2020 ASEE Virtual Annual Conference)

   According to National Science Foundation data, African American students comprise 2% of the B.S. degree recipients in the geosciences, 2.6% in physics and 3.9% in engineering, while Blacks comprise 14.9% of the college-aged population. There is therefore an urgent need for Historical Black Colleges and Universities, which produce a large number of African American STEM graduates, to increase their focus on broadening STEM participation among underrepresented black students. Thus, there are untapped opportunities to develop intervention strategies and programs to increase recruitment, retention, and success of minorities in STEM and the workforce. The Experiment Centric Pedagogy (ECP) has been successful in promoting motivation and enhancing academic achievement of African American electrical engineering students. ECP uses a portable electronic instrumentation system, paired with appropriate software and sensors, to measure a wide range of properties, such as vibration and oxygen levels. This work in progress describes the initial adaptation of an evidence-based, experiment-focused teaching approach in biology, chemistry, civil engineering, industrial engineering, transportation systems, and physics. ECP will be utilized in these disciplines in various settings, such as in traditional classrooms, teaching laboratories, and at home use by students. Instructors use ECP for in-class demonstrations, for cooperative group experiments, and for homework assignments. The paper will highlight the criteria used for selection of initial experiments to adapt, the modifications made, and resulting changes in the course delivery. Preliminary results will be provided using measures of key constructs associated with student success, such as motivation, epistemic and perceptual curiosity, engineering identity, and self-efficacy. This project is conducted at a minority serving institution and most participants are from groups historically underrepresented in STEM. 

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