Asee peer logo

Optimizing Efficiency and Effectiveness in a Mechanical Engineering Laboratory using Focused Modules

Download Paper |

Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Division Experimentation & Lab-Oriented Studies - Mechanical Engineering Labs

Tagged Division

Division Experimentation & Lab-Oriented Studies

Page Count

16

Permanent URL

https://peer.asee.org/28726

Download Count

53

Request a correction

Paper Authors

biography

Jeffrey A. Donnell Georgia Institute of Technology

visit author page

Jeffrey Donnell is the Frank K. Webb Chair in Professional Communication at Georgia Tech’s George W. Woodruff School of Mechanical Engineering

visit author page

biography

Philip Varney Georgia Institute of Technology

visit author page

Phil Varney is currently a teaching instructor at Georgia Tech, where he is also completing his PhD degree in rotor fault diagnostics.

visit author page

biography

David MacNair Georgia Institute of Technology

visit author page

Dr. MacNair serves as Director of Laboratory Development in the Woodruff School, and manages Junior and Senior level laboratories in Mechanical Engineering. He develops innovative laboratory experiences based on lessons-learned from the maker movement and real-world industrial challenges, and is building an "ecosystem" of academic laboratory equipment and curriculum resources which allows universities to collaborate on the development and execution of effective undergraduate laboratory experiences.

Dr. MacNair joined the Woodruff School in 2015 after working for the Georgia Tech Research Institute, and as an Educational Consultant for Enable Training and Consulting and National Instruments before that. He received his BS in Mechanical Engineering in 2008 and his PhD in Robotics in 2013, both from Georgia Tech.

In his non-work hours, David serves as co-founder and board member of the Southeast Maker Alliance (Southeast US Regional Leadership for the Maker Movement) as well as Director of Maker Faire Atlanta. He also guides the development and investment of various Atlanta-based foundations and non-profits targeting K-12 education.

visit author page

biography

Aldo A. Ferri Georgia Institute of Technology

visit author page

Al Ferri received his BS degree in Mechanical Engineering from Lehigh University in 1981 and his PhD degree in Mechanical and Aerospace Engineering from Princeton University in 1985. Since 1985, he has been a faculty member in the School of Mechanical Engineering at Georgia Tech, where he now serves as the Associate Chair for Undergraduate Studies. His research areas are in the fields of dynamics, controls, vibrations, and acoustics. He is also active in course and curriculum development. He is a Fellow of the ASME.

visit author page

Download Paper |

Abstract

Laboratory experiments are a mainstay of undergraduate engineering education because they are often used to satisfy not only ABET student outcomes, but also a number of more universal learning objectives [Feisel and Rosa, 2005]. This paper describes a redesign undertaken on a junior-level mechanical engineering laboratory concerning measurements and instrumentation, which was previously structured such that every lab introduced a new measurement technique or sensor/actuator (similar courses are prevalent in modern ME curricula). Beyond introducing novel concepts on a weekly basis, the original lab format suffered from an overwhelming number of poorly-integrated objectives and activities. This deficiency was exacerbated by the scale of the delivery (approximately 300 students per semester), where efficiency often superseded effectiveness. The previous laboratory deficiencies fostered profuse student complaints regarding workload and practical relevance. The new laboratory format, discussed herein, promotes a different paradigm featuring inquiry-based lab objectives over rote procedural formats. The redesign is grounded in cognitive load theory (in particular, managing the cognitive load to maximize the ratio of germane cognitive load to extraneous and inherent cognitive load [Smith and Kosslyn, 2006]). Redesigning the laboratory involved several principal efforts: (1) removing extraneous or peripheral laboratory tasks, (2) developing new deliverables to emphasize higher levels of knowledge, and (3) structuring laboratory topics into two-week modules. The latter point is particularly important because it affords students the opportunity to think more deeply about the subject matter before moving on to dissimilar topics (i.e., quality is promoted over quantity). The depth of exposure is highly correlated with the students’ ability to reach higher levels of understanding, as depicted in various knowledge taxonomies [Shavelson, et al., 2005]. The objective of this paper is to describe the complete laboratory redesign process, including specific experiments, laboratory exercises, and expected student deliverables. In particular, these topics are discussed relative to the specified goal of the redesign: improving experiential learning and reflection. These changes are first contextualized by describing the placement of this course in the overall laboratory course hierarchy. The topical organization of the course content into two-week modules will then be described, focusing on the overall archetype that the first week introduces a topic and the second week encourages more open-ended student exploration. Practical aspects of the course redesign are also discussed, such as communication (i.e., scaffolding of writing exercises) and effective training of teaching assistants. The efficacy of the improved format is highlighted using student surveys regarding learning, motivation, and perceived cognitive load.

References: Feisel, L.D. and Rosa, A.J., 2005, “The Role of the Laboratory in Undergraduate Engineering Education,” Journal of Engineering Education, Vol. 94, No. 1, pp. 121-130. Shavelson, R.J., Ruiz-Primo, M.A., & Wiley, E.W., 2005, “Windows into the mind,” Higher Education, Vol. 49, No. 4, pp 413–430. Smith, E.S. and Kosslyn, S.M., 2006, Cognitive Psychology: Mind and Brain; Chapter 5: Encoding and Retrieval from Long-Term Memory, Pearson, NY.

Donnell, J. A., & Varney, P., & MacNair, D., & Ferri, A. A. (2017, June), Optimizing Efficiency and Effectiveness in a Mechanical Engineering Laboratory using Focused Modules Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28726

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015