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Converting Traditional Materials Labs to Project-based Learning Experiences: Aiding students' Development of Higher-order Cognitive Skills

Published online by Cambridge University Press:  01 February 2011

Linda Vanasupa ,
Katherine C Chen ,
Jonathan Stolk ,
Richard Savage ,
Trevor Harding ,
Blair London  and
William Hughes
Linda Vanasupa
Affiliation:
lvanasup@calpoly.edu, Cal Poly, Materials Engineering, 1 Grand Ave, San Luis Obispo, CA, 93407, United States
Katherine C Chen
Affiliation:
kcchen@calpoly.edu, Cal Poly, Materials Engineering, 1 Grand Ave, San Luis Obispo, CA, 93407, United States
Jonathan Stolk
Affiliation:
Jonathan.Stolk@olin.edu, Olin College of Engineering, Olin Way, Needham, MA, 02492, United States
Richard Savage
Affiliation:
rsavage@calpoly.edu, Cal Poly, Materials Engineering, 1 Grand Ave, San Luis Obispo, CA, 93407, United States
Trevor Harding
Affiliation:
tharding@calpoly.edu, Cal Poly, Materials Engineering, 1 Grand Ave, San Luis Obispo, CA, 93407, United States
Blair London
Affiliation:
blondon@calpoly.edu, Cal Poly, Materials Engineering, 1 Grand Ave, San Luis Obispo, CA, 93407, United States
William Hughes
Affiliation:
wlhughes@calpoly.edu, Cal Poly, Materials Engineering, 1 Grand Ave, San Luis Obispo, CA, 93407, United States
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Abstract

Against a backdrop of compelling societal needs, graduates in science and engineering now must master their disciplines and demonstrate a sophisticated level of cognitive, affective and social development. This has lead a number of national and international commissions on science and engineering to urge educators to re-think the way in which STEM disciplines are taught. We have chosen to “repackage” a traditional undergraduate materials engineering curriculum in a form designed to promote the development of higher-order cognitive skills like self-directed learning and design. Classic metallurgy experiments have been converted to project-based learning experiences where students are put in the role of “designers” of problem solutions and faculty play the role of coaches. These include: designing, prototyping and marketing of a cast metal object; systems designing, building and testing of a fiber optic spectrometer; product improvement of a prosthetic device; design and evaluation of a heat treatment process for roller bearings. Projects were designed to leverage known relationships within the educational psychology literature that enable deeper learning. Evaluation of 36 juniors in a project-based learning course (i.e., the test cohort) against a quasi-control group in traditional engineering courses showed that the test cohort scored significantly higher on two motivation scales shown to be critical components in self-directed learning (p<0.001). The test cohort also reported a significantly higher use of peers as learning resources than the quasi-control group. Their motivation scores also correlate highly with self-reported comfort with several aspects of design, implying that their motivation contributes significantly to students' ability to effectively engage in the design process. In this paper, we present examples of the materials engineering projects that were designed and implemented, and the design features that enable them to promote the development of sophisticated cognitive functioning.

Keywords

educationeducationeducation
Type
Research Article
Information
MRS Online Proceedings Library (OPL) , Volume 1046: Symposium W – Forum on Materials Science and Engineering Education for 2020 , 2007 , 1046-W03-03
Copyright
Copyright © Materials Research Society 2008

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