Exploring Experiential Assessment in Mechanics of Materials: A Departure from Traditional Examinations

Abstract Mechanics of Materials is a pivotal junior-level course that is essential for various engineering disciplines (including Civil, Mechanical, Material Science, Biomedical, and Manufacturing Engineering) at a large public university in the Northeastern United States. The class had an enrollment of 130 students in the Fall of 2023. This course is being conducted in a state-of-the-art active learning classroom, distinguished from traditional lecture halls by its setup, featuring 34 six-seat tables with rolling chairs, accommodating up to 204 students. This unique environment fosters hands-on activities and efficient interaction between students and instructor. This research aims to shed light on the potential of experiential learning assessments in enhancing engineering education and accommodating diverse learning needs. The Mechanics of Materials course underwent a substantial redesign in the Fall of 2020, focusing on inclusive teaching methods to support neurodiverse learners. The adoption of experiential learning empowers students to apply theoretical knowledge in real-world scenarios, thereby deepening their comprehension of complex engineering concepts 1. This approach effectively bridges the gap between theory and practice. To cater to diverse learning preferences, facilitate visualization, promote real-world applications, and implement experiential learning, a variety of methods have been integrated over the past decade in this course. These methods include augmented reality (AR), discussions using real-world example pictures, and interactions with physical models—both through student engagement and instructor demonstrations. Research has indicated that some students may not fully demonstrate their learning within the constraints of standardized exams 2. Traditionally, the course has employed standard exams in which students answer four textbook-based problem-solving questions within a 60-minute timeframe. This study aimed to replace one of the traditional midterm exams with an experiential assessment to explore the impact on students' performance and their preference for this format over the traditional setting. In this experiential assessment, students were tasked with designing and building a built-up beam using foam materials and sewing pins during the exam (60 minutes). The objectives of the exam encompassed calculating the loading of a beam from a floor plan, drawing shear and moment diagrams, recognizing maximum shear and moment on the beam, determining beam section properties, reporting the maximum normal stress due to bending, and specifying the fastening tools (pin spacing) in response to shearing stress in beams. Finally, the students assembled the beam and submitted both calculations and the physical model. Several exam versions were distributed at each table to deter cheating. The effectiveness of this experiential assessment was studied by comparing the distribution of exam grades within this class cohort (the experimental group) and previous cohorts (the control group). An anonymous survey was conducted during the Fall of 2023 semester to gather student feedback on this innovative assessment method and its effectiveness in showcasing their knowledge. The implementation method for this experiential exam and findings of the survey are shared and discussed in this paper.