Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
In collaboration with the National Fluid Power Association (NFPA), the faculty at Lawrence Technological University developed and implemented fluid-power based modules (i.e., classroom exercises) for two BS Mechanical Engineering (BSME) core courses: Thermodynamics and Fluid Mechanics. The project aims to teach students the basic theories and concepts in fluid power and expose them to real-world hydraulic and pneumatic applications. Modules designed for the Fluid Mechanics course focus on addressing hydraulics related applications, and modules designed for the Thermodynamics course focus on pneumatic systems. Fluid power modules include homework to be completed individually, in-class active and collaborative learning (ACL) exercises, and problem-based learning (PBL) team projects with entrepreneurially minded learning (EML) components. However, all modules are intended to foster a better student understanding of the theory, practices, and career opportunities associated within the fluid power industry.
Starting in the Fall of 2016, the authors developed the modules and implemented them in multiple sections (taught by different instructors) of Thermodynamics and Fluid Mechanics courses in three consecutive semesters (Fall 2016, Spring 2017, Fall 2017). Pre and post surveys were conducted to gage the impact on student learning on the fluid power content before and after the designed activities. Both direct and indirect assessment tools were developed and data were collected. This paper focuses on reporting the assessment results in both courses and making recommendations for future improvements of the modules.
Liu, L., & Mynderse, J. A., & Fletcher, R. W., & Gerhart, A. L. (2018, June), Assessment of Fluid Power Modules Embedded in Junior Level Thermodynamics and Fluid Mechanics Courses Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29836
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