Engaging Undergraduate Students in Experimental Learning in Materials Science through a Hybrid Project-Based Learning

Abstract Experimental application of materials science concepts has been well established in engineering curricula. The current work-in-progress (WIP) advances student engagement in materials science by transforming laboratory learning into project-based learning (PBL). The presented methodology establishes guidelines for transforming a one-credit-hour mandatory undergraduate materials and manufacturing laboratory into a series of experiments with the notion of engaging students in critical thinking, applying basic principles of design of experiments (DoE), and combining material science and manufacturing knowledge to solve engineering problems. The learning objectives focus on understanding material characterization and manufacturing processes through mechanical properties, microstructural characterization and control, and manufacturing processes. A range of experiments are used to accomplish these goals: tensile, fatigue, bending, impact, and shear testing experiments are used to investigate mechanical properties; heat treatment and cold rolling are two examples of microstructural control strategies; and manufacturing procedures include machining, casting, welding, and additive manufacturing. This WIP aims to engage students in critical thinking and process planning to achieve desired mechanical and manufacturing constraints. The PBL methodology is designed with ABET student outcome 6 in mind relating to the ability to develop and conduct appropriate experimentation, analyze, and interpret data, and use engineering judgment to draw conclusions. Students are divided into groups of four to five students and provided a prompt that involves the fabrication of an engineering component with geometrical constraints, pre-specified tolerances, and service working conditions. The students are provided with a list of materials and processes available on-site that they will use to manufacture their parts. The project leads the students to the appropriate selection of material, process, standards, and path of production that would achieve the requirements. The project is phased into three sections: DoE, experimental exploration through guided experimental setups, and finally implementation of DoE through the application of knowledge gained through the guided experiments. The student groups will determine the most appropriate material choice through gained knowledge in mechanical testing, apply proper manufacturing techniques through knowledge of manufacturing processes, and lastly fabricate, heat treat, and evaluate the final design through a technical report. Case studies will involve real-life mechanical components such as shafts, links, control arms, etc. Student engagement, critical thinking, and effective communication are key goals for excellence in engineering education. The renowned benefits of PBL have challenged the traditional methods of teaching, especially laboratory courses, where limitations of equipment limit laboratory engagement beyond the hands-on experience of students. Engaging students in purposeful experiments is anticipated to strengthen technical skills, encourage critical thinking, and bridge the gap between theoretical concepts taught in the classroom and practical engineering applications.