A new procedural laboratory to demonstrate tool utilization for first-year engineering students

Adithya Jayakumar; Raymond Smith Brooks

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Conference: 15th Annual First-Year Engineering Experience Conference (FYEE)
Location: Boston, Massachusetts
Publication Date: July 28, 2024
Start Date: July 28, 2024
End Date: July 30, 2024
Page Count: 7
DOI: 10.18260/1-2--48584
Permanent URL: https://peer.asee.org/48584
Download Count: 67

Paper Authors

biography

Adithya Jayakumar The Ohio State University orcid.org/0000-0002-3074-2182

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Dr. Adithya Jayakumar is currently a Senior Lecturer in the Department of Engineering Education at The Ohio State University (OSU). He received his Masters and PhD in Electrical and Computer Engineering from OSU.

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biography

Raymond Smith Brooks

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Laboratory Supervisor

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Abstract

In the current engineering education landscape, there is an increasing need for students to possess practical hands-on skills in addition to theoretical knowledge. One aspect of this practical skillset is the ability to effectively use basic hand tools. This paper outlines the implementation of a laboratory activity aimed at teaching first-year engineering students how to safely use some basic hand tools.  

There is significant value in training engineering students to be able to handle tools safely and effectively.  It can empower students to not only design innovative prototypes but also brings them one step closer to realizing these designs. By learning how to use tools like saws and drills, engineering students can fabricate prototypes, translating their theoretical knowledge into physical models. These prototypes can also serve as an important means of communication, allowing students to convey their ideas and concepts to stakeholders. While maker spaces are becoming common across universities in the United States, the focus often leans towards advanced technologies like 3D printers and laser cutters, over more basic tools that are equally essential to ground students in the fundamentals. Also, without an introduction to tools in an introductory engineering course, barriers may still exist for students who do not traditionally feel welcome in workshops and makerspaces preventing them from participating in future years. Likewise, while students come to the university setting with varying degrees of experience in tool utilization, purposefully allocating time in a first-year fundamentals of engineering course for all engineering students can close this capacity gap. Teaching all students how to use basic tools provides the foundational skills that can serve them throughout their academic journey and into their professional careers.

However, despite the potential benefits of introducing tool utilization skills to first-year engineering students, the practical incorporation of such an activity into an existing fundamentals of engineering course can have many challenges. The large class sizes of these courses, the required resources, insufficient class time, safety concerns, and the need for comprehensive training can be formidable obstacles.  

This paper provides an overview of the laboratory activity that was implemented and goes over the multi-faceted challenges and obstacles that needed to be overcome. Results in the form of student feedback about their experience in the lab are also included. Through this paper, we aim to share our experiences and insights, while providing a roadmap for educators with similar goals and facing comparable challenges. 

Citation
Format

Jayakumar, A., & Brooks, R. S. (2024, July), A new procedural laboratory to demonstrate tool utilization for first-year engineering students  Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48584

TY  - CPAPER
AB  - In the current engineering education landscape, there is an increasing need for students to possess practical hands-on skills in addition to theoretical knowledge. One aspect of this practical skillset is the ability to effectively use basic hand tools. This paper outlines the implementation of a laboratory activity aimed at teaching first-year engineering students how to safely use some basic hand tools.   

There is significant value in training engineering students to be able to handle tools safely and effectively.  It can empower students to not only design innovative prototypes but also brings them one step closer to realizing these designs. By learning how to use tools like saws and drills, engineering students can fabricate prototypes, translating their theoretical knowledge into physical models. These prototypes can also serve as an important means of communication, allowing students to convey their ideas and concepts to stakeholders. While maker spaces are becoming common across universities in the United States, the focus often leans towards advanced technologies like 3D printers and laser cutters, over more basic tools that are equally essential to ground students in the fundamentals. Also, without an introduction to tools in an introductory engineering course, barriers may still exist for students who do not traditionally feel welcome in workshops and makerspaces preventing them from participating in future years. Likewise, while students come to the university setting with varying degrees of experience in tool utilization, purposefully allocating time in a first-year fundamentals of engineering course for all engineering students can close this capacity gap. Teaching all students how to use basic tools provides the foundational skills that can serve them throughout their academic journey and into their professional careers. 

However, despite the potential benefits of introducing tool utilization skills to first-year engineering students, the practical incorporation of such an activity into an existing fundamentals of engineering course can have many challenges. The large class sizes of these courses, the required resources, insufficient class time, safety concerns, and the need for comprehensive training can be formidable obstacles.   

This paper provides an overview of the laboratory activity that was implemented and goes over the multi-faceted challenges and obstacles that needed to be overcome. Results in the form of student feedback about their experience in the lab are also included. Through this paper, we aim to share our experiences and insights, while providing a roadmap for educators with similar goals and facing comparable challenges.  
AU  - Adithya Jayakumar
AU  - Raymond Smith Brooks
CY  - Boston, Massachusetts
DA  - 2024/07/28
PB  - ASEE Conferences
TI  - A new procedural laboratory to demonstrate tool utilization for first-year engineering students 
UR  - https://peer.asee.org/48584
DO  - 10.18260/1-2--48584
ER  -