Achieving student outcomes with service-learning in Mechanics of Materials

Adrian Rodriguez

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: We Love our MOMs (Mechanics of Materials)
Page Count: 16
DOI: 10.18260/1-2--41265
Permanent URL: https://peer.asee.org/41265
Download Count: 421

Paper Authors

biography

Adrian Rodriguez University of Texas at Austin

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Adrian Rodriguez is an Engineering Content Developer for zyBooks, a Wiley brand and a Lecturer in Mechanical Engineering at The University of Texas at Austin. His research interests include engineering education, multibody dynamics, contact and impact with friction, electro-mechanical systems, and nonlinear dynamics. He earned his B.S. degree in Mechanical Engineering from The University of Texas at Austin and his M.S. and Ph.D. degrees in Mechanical Engineering from The University of Texas at Arlington.

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Abstract

The implementation of experiential learning opportunities in undergraduate courses provides students an alternative hands-on learning methodology that can supplement the traditional lecture-style approach. A service-learning model was used in an undergraduate Mechanics of Materials course in the form of a semester-long project. The first implementation (Cohort 1) involved partnering with UT Arlington’s College of Engineering and participating in the bi-annual Engineering Saturday event. This event is a K-12 outreach program, which invites children from local K-12 schools and exposes them to science, technology, engineering, and math (STEM) activities. Students designed a demonstration activity and presentation, met regularly with the instructor to receive guidance on the activity design, and completed preflection and reflection assignments while preparing the activity and after the event. The second implementation (Cohort 2) of the project involved a partnership with the City of Arlington Parks and Recreation department to assess the city’s 96 public parks that serve its residents. Students organized meetings with the community partner, designed an asset tool rubric, performed park site visits, and completed preflection and reflection assignments to log their observations.

The objectives in both cohorts were built on reinforcing concepts, like axial loading, torsion, fatigue, stress concentrations, and column buckling. Thus, the assignments and experiences were designed for students to apply engineering design to meet specific needs with consideration of public safety and social or environmental factors, consider the impact of their work in larger contexts, and learn to work effectively in a team (ABET outcomes 2 and 4-5). The effectiveness of the service-learning model was assessed by analyzing student preflection and reflection responses and comparing the student’s performance in the course to a control group of students that did not participate in the project. The qualitative results from preflection and reflection responses show a strong indication that the service-learning projects had a positive impact on social awareness, self-identity, and engineering purpose. The community partners were not formally queried, but anecdotally they both provided positive feedback and a willingness to work together again. The performance results were significant in Cohort 1, showing a 10-point improvement in an exam for the students that participated in the service-learning project compared to students who elected to complete a case study project.

Citation
Format

Rodriguez, A. (2022, August), Achieving student outcomes with service-learning in Mechanics of Materials Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41265

TY  - CPAPER
AB  - The implementation of experiential learning opportunities in undergraduate courses provides students an alternative hands-on learning methodology that can supplement the traditional lecture-style approach. A service-learning model was used in an undergraduate Mechanics of Materials course in the form of a semester-long project. The first implementation (Cohort 1) involved partnering with UT Arlington’s College of Engineering and participating in the bi-annual Engineering Saturday event. This event is a K-12 outreach program, which invites children from local K-12 schools and exposes them to science, technology, engineering, and math (STEM) activities. Students designed a demonstration activity and presentation, met regularly with the instructor to receive guidance on the activity design, and completed preflection and reflection assignments while preparing the activity and after the event. The second implementation (Cohort 2) of the project involved a partnership with the City of Arlington Parks and Recreation department to assess the city’s 96 public parks that serve its residents. Students organized meetings with the community partner, designed an asset tool rubric, performed park site visits, and completed preflection and reflection assignments to log their observations. 

The objectives in both cohorts were built on reinforcing concepts, like axial loading, torsion, fatigue, stress concentrations, and column buckling. Thus, the assignments and experiences were designed for students to apply engineering design to meet specific needs with consideration of public safety and social or environmental factors, consider the impact of their work in larger contexts, and learn to work effectively in a team (ABET outcomes 2 and 4-5). The effectiveness of the service-learning model was assessed by analyzing student preflection and reflection responses and comparing the student’s performance in the course to a control group of students that did not participate in the project. The qualitative results from preflection and reflection responses show a strong indication that the service-learning projects had a positive impact on social awareness, self-identity, and engineering purpose. The community partners were not formally queried, but anecdotally they both provided positive feedback and a willingness to work together again. The performance results were significant in Cohort 1, showing a 10-point improvement in an exam for the students that participated in the service-learning project compared to students who elected to complete a case study project.
AU  - Adrian Rodriguez
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Achieving student outcomes with service-learning in Mechanics of Materials
UR  - https://peer.asee.org/41265
DO  - 10.18260/1-2--41265
ER  -