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Over the past year we continued, under support from the NSF Division of Undergraduate Education, to emphasize implementation of Low-Cost Desktop Learning Modules LCDLMs for fluid mechanics, heat transfer and biomedical applications. Here we present implementation data from concept tests and surveys, details on new designs and insights gained. Through these activities our team progressed beyond original expectations that were outlined in our original set of NSF-sponsored objectives. We analyzed data from several institutions added from the south central and mid-eastern portions of the US through a combined University of ***-L** and -P** training hub conducted in a virtual mode held in September 2020 with regional communications spearheaded by respective faculty from these institutions. Much of the data analyzed results from support through a 2020 NSF supplement where we engaged in a study to compare direct hands-on implementations of LCDLMs to virtual synchronous and asynchronous implementations augmented with short conceptual videos, a tact necessary because of COVID-19 in-person restrictions. Surprisingly, both in-person and virtual modes show similar conceptual gains. A publication is being developed with intent for submission to the International Journal of Engineering Education where we compare the virtual and in-person modes of instruction. We added a few more institutions through a northeastern training hub held in August 2021 with faculty from the University of *** managing regional communications; again, this hub was held virtually given uncertainty about the lifting of COVID-19 related restrictions. Regarding new LCDLMs we added a shell and tube heat exchanger and fabricated a large number for distribution and implementation and began analyzing conceptual gains and survey results. We prototyped a new evaporative cooler and continue to develop new broader impact units to demonstrate stenosis in an artery and blood cell separations and began implementing them in the classroom. Regarding LCDLM publications a paper was published in Chemical Engineering Education on a study where we compare heat transfer data for the miniature double pipe heat exchanger to predictions based on correlations for industrial scale heat exchangers and included classroom assessment data. 

Although there is extensive literature documenting hands-on learning experiences in engineering classrooms, there is a lack of consensus regarding how student learning during these activities compares to learning during online video demonstrations. Further, little work has been done to directly compare student learning for similarly-designed hands-on learning experiences focused on different engineering subjects. As the use of hands-on activities in engineering continues to grow, understanding how to optimize student learning during these activities is critical. To address this, we collected conceptual assessment data from 763 students at 15 four-year institutions. Students completed activities with one of two highly visual low-cost desktop learning modules (LCDLMs), one focused on fluid mechanics and the other on heat transfer principles, using two different implementation formats: either hands-on or video demonstration. Conceptual assessment results showed that assessment scores significantly increased after all LCDLM activities and that gains were statistically similar for hands-on and video demonstrations, suggesting both implementation formats support an impactful student learning experience. However, a significant difference was observed in effectiveness based on the type of LCDLM used. Score increases of 31.2% and 24% were recorded on our post-activity assessment for hands-on and virtual implementations of the fluid mechanics LCDLM compared to pre-activity assessment scores, respectively, while significantly smaller 8.2% and 9.2% increases were observed for hands-on and virtual implementations of the heat transfer LCDLM. In this paper, we consider existing literature to ascertain the reasons for similar effectiveness of hands-on and video demonstrations and for the differing effectiveness of the fluid mechanics and heat transfer LCDLMs. We discuss the practical implications of our findings with respect to designing hands-on or video demonstration activities. 

The 2020 coronavirus pandemic necessitated the transition of courses across the United States from in-person to a virtual format. Effective delivery of traditional, lecture-based courses in an online setting can be difficult and determining how to best implement hands-on pedagogies in a virtual format is even more challenging. Interactive pedagogies such as hands-on learning tools, however, have proven to significantly enhance student conceptual understanding and motivation; therefore, it is worthwhile to adapt these activities for virtual instruction. Our team previously developed a number of hands-on learning tools called Low-Cost Desktop Learning Modules (LCDLMs) that demonstrate fluid mechanics and heat transfer concepts—traditionally utilized by student groups in a classroom setting, where they perform qualitative and quantitative experiments and interactively discuss conceptual items. In this paper we examined the transition of the LCDLM hands-on pedagogy to an entirely virtual format, focusing on a subset of results with greater detail to be shown at the ASEE conference as we analyze additional data. To aid the virtual implementations, we created a number of engaging videos under two major categories: (1) demonstrations of each LCDLM showing live data collection activities and (2) short, animated, narrated videos focused on specific concepts related to learning objectives. In this paper we present preliminary results from pre- and post- implementation conceptual assessments for the hydraulic loss module and motivational surveys completed for virtual implementations of LCDLMs and compare them with a subset of results collected during hands-on implementations in previous years. Significant differences in conceptual understanding or motivation between hands-on and virtual implementations are discussed. This paper provides useful, data-driven guidance for those seeking to switch hands-on pedagogies to a virtual format