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Design-Build, Project-Based Learning in an Engineering Materials Laboratory

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Conference

2017 ASEE Mid Atlantic Section Spring Conference

Location

Morgan State University, Baltimore, Maryland

Publication Date

April 7, 2017

Start Date

April 7, 2017

End Date

April 8, 2017

Page Count

9

Permanent URL

https://peer.asee.org/29252

Download Count

189

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Paper Authors

biography

Mohsen Mosleh Howard University

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Dr. M. Mosleh is a Professor of mechanical engineering, a Fellow of the American Society of Mechanical Engineers (ASME), an author and inventor, and the Campus representative for the American Society of Engineering Education at Howard University. His research area is surface and interface science and engineering with a focus on energy and manufacturing applications. Dr. Mosleh received his Ph.D. from the Massachusetts Institute of Technology (MIT). He has extensively published in journals and conferences and produced patents. He is also the founder and director of the Surface Engineering and Nanofluids Laboratory (SENL) with the state-of-the-art nanofluid characterization and testing capabilities in the College of Engineering and Architecture.

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Mark Clement Joseph Thom Howard University

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Abstract

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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