Project enhanced learning in challenging engineering courses

Abstract

Many sophomores and juniors perform poorly in traditional lecture presentation of challenging engineering science courses, and this may present either a threat or opportunity for retention. Examples of such core ‘gateway’ courses in mechanical engineering and electrical engineering curricula include Thermodynamics, Signals and Systems, Probabilistic Methods, Statics, and Dynamics, among others. Test scores, surveys, and classroom assessments indicate that many students completing these courses did not really understand the fundamentals, even if they could apply the 'formulae’. A supplemental or alternative approach such as project-enhanced learning has been effective. The authors have implemented project experiences in three different courses, based on initial experience in a course on Thermodynamics. In Fall 2011, project-enhanced learning was introduced in two other courses: Probabilistic Methods In Electrical And Computer Engineering, and Dynamics in mechanical engineering. One or two major projects based on systems, objects, or activities that are familiar to the students are designed and assigned to apply key course topics. The goals are to motivate and improve learning of abstract concepts and to provide a realistic application that anchors and helps retain learning. Teamwork and professionalism were also emphasized. This paper will present the projects developed and the experience of the instructors in conducting the projects. Observed student reactions and learning will be discussed. Online discussion forums helped in project guidance and peer discussions. Each student team was required to submit a final project report at the end of the semester.