Assessing Best Practices of a Multidisciplinary Experiential Learning Engineering Course
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Multidisciplinary Engineering Division (MULTI) Technical Session 4
- Tagged Division
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Multidisciplinary Engineering Division (MULTI)
- Permanent URL
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https://peer.asee.org/46602
Paper Authors
Nicholas Choi University of California, Irvine
Nicholas Choi is a master's student in mechanical engineering at the University of California, Irvine. He is currently conducting research in boiling heat transfer phenomena. He also focuses on engineering education including the development of lower-division multidisciplinary experiential learning courses, student motivation and mental wellness.
Liang Li Wu University of California, Irvine
Liang (Lily) Wu is an Assistant Adjunct Professor at the Department of Biomedical Engineering, University of California, Irvine. She is also the Faculty Director of International Programs at the Henry Samueli School of Engineering. Dr. Wu is responsible for implementing, overseeing and assessing the freshmen engineering program and international programs to enhance and support the engineering education at the School of Engineering. Dr. Wu received her Ph.D. degree in Engineering, with a concentration in Materials and Manufacturing Technology, from the University of California, Irvine with primary research focuses on the design, development and integration of microfluidic systems for biomedical applications.
Abstract
This complete paper describes the implementation and evaluation of a two-term lower-division engineering course, which provides a team-based experiential learning approach to all engineering majors. The course focuses on the design-build-test of a remote controlled (RC) and an autonomous system respectively across the two terms while integrating the engineering design process. The project is designed to engage multiple engineering majors by focusing on the engineering design process and introducing each engineering discipline to the students. Technical topics directly related to the project across different fields are instructed during lecture. By working in teams with others from different majors, students also acquire engineering skills in CAD, basic machining, advanced manufacturing (3D printing and laser cutting), electrical fabrication, and microprocessor programming during lab sessions. A specific task was assigned for the RC and autonomous system respectively with students participating in a final competition at the end of each term. In addition, the course provided multi-faceted instructions on project management and teamwork, professional development, and entrepreneurship training, along with opportunities to interact with industry speakers from different engineering disciplines.
The course modality and implementation have been adapted throughout the pandemic from remote learning, hybrid learning, and in-person learning, seeking the best practices of instruction. The effectiveness of the course based on various course features, student outcomes and student motivation were evaluated through self-assessed surveys at the beginning, middle and end of the two-term class. Survey results were compared across multiple years during the pandemic to assess the impact of the course on retaining student motivation. Furthermore, results were compared with pre-pandemic data and highlighted that experiential learning had a greater impact in retaining student motivation during and post-pandemic.
Choi, N., & Wu, L. L. (2024, June), Assessing Best Practices of a Multidisciplinary Experiential Learning Engineering Course Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46602
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