Experiences during the implementation of two different project-based learning assignments in a fluid mechanics course

Abstract

Two different implementations of PBL projects in a fluid mechanics course are presented in this paper. This required junior-level course has been taught since 2014 by the same instructor. The first PBL project presented is a complete design of pumped pipeline systems for a hypothetical plant. In the second project, engineering students partnered with pre-service teachers to design and teach an elementary school lesson on fluid mechanics concepts. The goal of this paper is to present the experiences of the authors with both PBL implementations. It explains how the projects were scaffolded through the entire semester, including how the sequence of course content was modified, how team dynamics were monitored, the faculty roles, and the end products and presentations. To evaluate and compare students' learning and satisfaction with the team experience between the two PBL implementations, a shortened version of the NCEES FE exam and the Comprehensive Assessment of Team Member Effectiveness (CATME) survey were utilized. Students completed the FE exam during the first week and then again during the last week of the semester to assess students' growth in fluid mechanics knowledge. The CATME survey was completed mid-semester to help faculty identify and address problems within team dynamics, and at the end of the semester to evaluate individual students' teamwork performance. The results showed that the type of PBL approach used in the course did not have an impact on fluid mechanics content knowledge; however, the data suggests that the cross-disciplinary PBL model led to higher levels of teamwork satisfaction. Through reflective assignments, student perceptions of the PBL implementations are discussed in the paper. Finally, some of the PBL course materials and assignments are provided. © American Society for Engineering Education, 2022

Keywords

Author Keywords

Not provided

Index Keywords

Teaching Curricula Engineering education Education computing Product design Students Project based learning fluid mechanics Comprehensive assessment Elementary schools Preservice teachers Surveys Project engineering Course contents Pipelines End-products Pipeline systems Team dynamics Team members

Author Affiliations

Old Dominion University, Norfolk, VA, United States

Funding & Acknowledgements

National Science Foundation, NSF

Grant: 1821658, 1908743

Funding text 1: This material is based upon work supported by the National Science Foundation under Grants #1821658 and #1908743. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.; Funding text 2: This amterialsibsed upon wa ork supported by the aNtional cSience oFution undenr da Grants #1821658 and #1908743. Any opinions, findings, and conclusions or recommendations expressed in this amterial raheteoof thesuahor(st) and do not necessarily reflect ht vewsiof the aNtional cSience oFution.nda

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Experiences during the implementation of two different project-based learning assignments in a fluid mechanics course

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