Kidd, C., & Hilton, E. (2022, August), Evaluating the Effects of Project-based Learning on a Sophomore Mechanics Course  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40789

\bibitem{asee_peer_40789}
  Kidd, C., \& Hilton, E. (2022, August), \emph{Evaluating the Effects of Project-based Learning on a Sophomore Mechanics Course}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40789

Casey Kidd and Ethan Hilton.  "Evaluating the Effects of Project-based Learning on a Sophomore Mechanics Course".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40789 Internet.  26 Jun, 2024

\bibitem{asee_peer_40789}
  Casey Kidd and Ethan Hilton.
  "Evaluating the Effects of Project-based Learning on a Sophomore Mechanics Course".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40789 Internet.  26 Jun, 2024

@INPROCEEDINGS{asee_peer_40789
author = "Casey Kidd and Ethan Hilton"
title = "Evaluating the Effects of Project-based Learning on a Sophomore Mechanics Course"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40789}
number = {10.18260/1-2--40789}
}

TY  - CPAPER
AB  - The primary goal of the early stages of engineering curriculum is to lay the groundwork for the remainder of the students’ educational training, as well as prepare them for work in the engineering industry. Traditionally, the curriculum primarily consists of lecture-based courses, with some hands-on work, mostly through demonstration. In recent years, the curriculum has started using more project-based courses. In these updated courses, the theory covered via lecture is merged with hands-on project work. This integrated approach is designed to not only give the students a foundation of the course theory, but to expand on that and give them practical, hands-on applications of that theory. Additionally, it gives the opportunity to learn skills in design, manufacturing, electronics, controls, and prototyping. 
This study looks at a mechanics of materials course project that has the students build a tensile-testing device from course-supplied kit to evaluate mechanical properties of a chosen material. Traditionally, this course was mainly taught using a problem-based pedagogy with the addition of a few basic labs and one project in the last few weeks of the course. In the last few years, some sections of this course used a team-based project where the students worked in small groups to systematically assemble and use a tensile testing device. The project detailed in this paper is an updated version of projects used in previous iterations of this experimental course. The original group-based project used a vertical linear tensile device driven by a microcontroller and stepper motor. Due to restrictions from COVID-19, and mandatory quarantine, the project was simplified to a horizontal tensile device that was scaled down to be built individually. The current device is a brand-new design, still using a microcontroller and stepper motor system, but now designed to use a fulcrum and lever arm to increase the applied force on the specimen. Despite the changes, all of these projects share a commonality of requiring the students to combine knowledge from multiple engineering disciplines, including circuits, controls, and mechanics of materials.
The effect of this experimental course on the students was analyzed using two metrics. A pre- and post-course Statics concept inventory that looks at how the students’ knowledge of the statics concepts was affected of the course of this experimental section. Additionally, a pre- and post-course self-efficacy survey that looks at how the students’ self-perception of their engineering abilities and skills were affected by the application of the project-based course. This data is collected along and compared with that of a comparison group from the problem-based section of the same course.
In addition to the surveys, the students are asked to create a short 1-2 page reflection journal. In it they are asked to reflect back on the project and the course as a whole. This gives them the opportunity to think about what they have learned through the project and the course, what they might change, and why a project like this would help them become better engineers. This provides the researchers a set of qualitative data to include in the study.
AU  - Casey Kidd
AU  - Ethan Hilton
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Evaluating the Effects of Project-based Learning on a Sophomore Mechanics Course
UR  - https://peer.asee.org/40789
DO  - 10.18260/1-2--40789
ER  -