Haghbin, N. (2024, April), Revolutionizing Mechanical Engineering One-Credit Laboratory Courses: A Project-Based Learning Approach  Paper presented at 2024 ASEE North East Section, Fairfield, Connecticut. 10.18260/1-2--45780

\bibitem{asee_peer_45780}
  Haghbin, N. (2024, April), \emph{Revolutionizing Mechanical Engineering One-Credit Laboratory Courses: A Project-Based Learning Approach}
  Paper presented at 2024 ASEE North East Section, Fairfield, Connecticut.
  10.18260/1-2--45780

Naser Haghbin.  "Revolutionizing Mechanical Engineering One-Credit Laboratory Courses: A Project-Based Learning Approach".  2024 ASEE North East Section, Fairfield, Connecticut, 2024, April.  ASEE Conferences, 2024.  https://peer.asee.org/45780 Internet.  27 Apr, 2025

\bibitem{asee_peer_45780}
  Naser Haghbin.
  "Revolutionizing Mechanical Engineering One-Credit Laboratory Courses: A Project-Based Learning Approach".
  \emph{2024 ASEE North East Section, Fairfield, Connecticut, 2024, April}.
  ASEE Conferences, 2024.
  https://peer.asee.org/45780 Internet.  27 Apr, 2025

@INPROCEEDINGS{asee_peer_45780
author = "Naser Haghbin"
title = "Revolutionizing Mechanical Engineering One-Credit Laboratory Courses: A Project-Based Learning Approach"
booktitle = "2024 ASEE North East Section"
year = "2024"
month = "April"
address = "Fairfield, Connecticut"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45780}
number = {10.18260/1-2--45780}
}

TY  - CPAPER
AB  - Traditional one-credit laboratory courses in mechanical engineering often constrain students to predefined experiments, limiting their exposure to the real-world application of concepts. This format, heavily dependent on available equipment and facilities, can restrict learning opportunities and student engagement. This paper introduces a transformative approach in mechanical engineering education at Fairfield University, utilizing project-based learning (PBL) in one-credit labs to address these limitations. Importantly, this approach is modular and can be readily adapted to various lab environments and educational settings, offering a versatile solution for diverse schools and institutions.
A case study from the Dynamics System Lab in the Mechanical Engineering Department serves as a prime example. Students undertake the comprehensive exploration of a high-performance combustion engine. In IDEA Evaluations, students described the project as 'amazing' and valued its complexity. The IDEA feedback also highlighted the project's role in enhancing their understanding of kinematics and materials' strength, with suggestions to increase its challenge and competitiveness. As a result of the commitment to continuous improvement, this semester, the project outline was revised in a way that students will bring their innovative ideas into more complex concepts by adding thermodynamics and stress analysis concepts. Furthermore, the longer durability of the engine in a longer working time is also considered as a competition point to bring more excitement and innovation, while This enriches student engagement and deepens their grasp of mechanical engineering principles.
This PBL approach not only aligns academic learning with practical skills but also significantly enhances student engagement. It encourages a deeper understanding of mechanical engineering principles by allowing students to witness the real-time implications of their designs and calculations. The case study demonstrates how innovative lab formats can transform student learning experiences, making them more interactive, relevant, and impactful.

AU  - Naser Haghbin
CY  - Fairfield, Connecticut
DA  - 2024/04/19
PB  - ASEE Conferences
TI  - Revolutionizing Mechanical Engineering One-Credit Laboratory Courses: A Project-Based Learning Approach
UR  - https://peer.asee.org/45780
DO  - 10.18260/1-2--45780
ER  -