In this paper we discuss the development and implementation of a new Design of Experiment (DoE) experience in the junior-level Thermal-Fluid Systems course. The goal of the DoE is to teach students about dynamic similarity, uncertainty quantification, and technical communications through a hands-on experience with direct connections to real-world applications. In the newly-designed DoE, students must determine whether they can accurately predict pressure drop in real-world pipe systems-including an oil pipeline, a ventilation duct, a natural gas line, and a water supply line-using the equipment we provide. Although the equipment is prescribed, the procedure is not, which has the benefit of minimizing material requirements while allowing students the freedom to pursue a unique approach. The experience is divided into stages with a mixture of individual and group efforts. Students begin by deriving the relevant equations and crafting an experimental procedure as an individual. They then come together in groups of three or four to conduct the experiment and analyze the data, which includes uncertainty quantification. An instructor provides feedback on the data analysis portion before students communicate their results in a short lab report with extensive appendices. Throughout the experience students are required to communicate the limitations of their experiment by quantifying uncertainty and questioning the validity of their assumptions. Overall, the DoE is an exercise in critical thinking, data gathering, analysis, and interpretation of results. We present details of the DoE assignment, assessment of student learning, student feedback from course evaluations, and recommendations for instructors seeking to implement similar projects in their courses.
Class frequency and duration are fundamental parameters within engineering education across nearly all pedagogical methods. Optimizing these factors enables programs to achieve a higher level of learning in the classroom while providing for more efficient time management.The objective of this paper is to document the perceived effect on students and instructors when transitioning from a traditional 40 lesson course with 55 minutes duration, to one comprised of 30 lessons at 75 minutes in length. This analysis limits research to a mechanical engineering curriculum at the United States Military Academy at West Point, NY. Major assessment performance under the new structure was compared with historical results to provide objective qualitative comparison. Anonymous student feedback was also collected at the midpoint and end of each course. Survey questions centered on perceived information absorption and synthesis, impact on problem solving opportunities, and the effect of variation in classroom contact time. Changes in course syllabi to accommodate the 75 minute structure generally resulted in no net gain or loss of new material to the original curriculum, though outliers did occur and are discussed in more detail. Class size averaged 18 students over four different courses, ranging from Helicopter Aeronautics to Vehicle Dynamics. Course size averaged 34 students with a total of 135 students enrolled across all courses.The change in course structure demonstrates potential opportunity for both greater depth and application of learning in the classroom as well as increased schedule flexibility. Conversely, the heightened implications of students missing class and the administrative feasibility of such a shift can be problematic. Instructor assessment of student learning and student feedback through end-of-course evaluations will be presented in this paper, as well as recommendations for future instructors wishing to apply similar changes.
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