Morgan State University, Baltimore, Maryland
April 7, 2017
April 7, 2017
April 8, 2017
Project-based learning (PBL) is an instructional method that engages students in projects for studying compelling problems. The method creates a flexible learning environment which can result in imparting thinking competencies. In this paper, the effects of incorporating design-build (DB) attributes into the PBL method in an engineering materials laboratory are presented. Traditionally, the laboratory had utilized conventional testers to measure the mechanical properties of materials such as the modules of elasticity, shear modulus, Poisson's ratio of variety of materials. In the DB-PBL approach, the student teams designed and built single-task testers to measure a specific property of materials. The assessment results indicate that students in addition to becoming problem solver, decision maker, and investigator that is typical of the PBL approach, also became innovators and gained machining skills because of the design-build attribute. Because the measurement of properties of materials are performed using the design-build testers, the students have expressed conviction on how and why their experience and gained skills were relevant. Also, the performance of students and expressed learning outcomes in the laboratory were significantly improved compared with the past conventional laboratories.
Mosleh, M., & Thom, M. C. J. (2017, April), Design-Build, Project-Based Learning in an Engineering Materials Laboratory Paper presented at 2017 ASEE Mid Atlantic Section Spring Conference, Morgan State University, Baltimore, Maryland. https://peer.asee.org/29252
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