This paper describes the implementation of innovative 3D-printed laboratory equipment linked to inquiry-based learning activities designed to improve learning, increase engineering identity and motivation, and foster a growth mindset in students taking undergraduate level mechanical vibrations courses, control theory courses, and associated laboratories. These innovative designs create new opportunities for hands-on learning, are low-cost, portable, and can be adapted for use in multiple science and engineering disciplines. The learning activities are based on the POGIL model, which has been used across a variety of disciplines including engineering. We describe the features of three separate devices (spring-connected sliding carts, compliant parallel arms with fixed-free ends and a slider mass, and a pendulum with variable tip load) implemented using a quasi-experimental approach with 510 duplicated students across three semesters during the COVID-19 pandemic in multiple lecture courses and laboratory sections. We also present an assessment of impact based on descriptive statistical analyses of survey data for student-reported learning gains and pre-post paired comparison tests on validated instruments measuring perceptions of engineering identity, engineering motivation, and growth mindset. Further, we conducted a student focus group and include salient instructor observations. Results show most students participating in the learning activities using these devices report that it supported their learning “a lot” or “a great deal.” In addition, on six of seven surveyed learning outcomes, most students reported feeling confident enough to complete them on their own or even teach them to someone else. Our data did not show a measurable impact on engineering identity, engineering motivation, or growth mindset, though it does suggest further investigation is merited.
- Award ID(s):
- 2002350
- NSF-PAR ID:
- 10334762
- Date Published:
- Journal Name:
- International Journal of Mechanical Engineering Education
- ISSN:
- 0306-4190
- Page Range / eLocation ID:
- 030641902210850
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract Limited resources available to the engineering faculty and students impede student learning and deep understanding of the material that is presented in the dynamics and mechanical vibrations courses. Active learning practices such as learning by doing is an effective way to not only build a solid foundation in knowledge but also help students develop engineering skills. However, these courses are mainly taught in a traditional manner and many students struggle in connecting the theory to its real-world application and lose interest. Although mechanical engineering students get more hands-on opportunities in the laboratories, they take vibrations and control laboratories in the following semesters since vibrations is a pre-requisite for these labs. To address this issue, we designed 3 low-cost, compact, and portable laboratory equipment and fabricated them using 3D printing technology. The first equipment is a 3-pendulum system with different lengths and tip loads that can be utilized in the engineering dynamics course. While the second equipment is a 2 DOF compliant vibration isolator consisting of flexible beams, masses, and a linear actuator, the third equipment is a non-linear cantilever beam to be utilized in the vibrations courses and their associated laboratories.
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1177/03064190221085038
