Students' responses to flipping Applied Fluids from instructor-centered to a student-centered using PBL paradigm

Abstract

Fluid Mechanics is a major course in the Mechanical Engineering and Mechanical Engineering Technology programs. The course has been traditionally taught in a conventional way in the School of Engineering Technology at Purdue University. However, due to raising market demands the employers are seeking more than knowledge gained in a traditional class and are rather looking into higher logical thinking level, team work skills and leadership, complex problem solving and communication capabilities. This necessitate using more student-centered approaches rather than instructor-based focused learning approaches where students are more engaged in the learning environment in class. This paper presents a set of activities used in Applied Fluid Mechanics course to partially flip it from being an instructor-centered to a student-centered course using problem based learning (PBL) paradigm. The course was divided into three major modules covering the required course learning outcomes as set by the department and ABET guidelines for the college. The paper describes the implementation and outcomes of applying multiple active learning exercises or activities. The activities were offered during regular lecture time since the course is designed with no lab time. Each activity covered certain course learning outcomes while engaging the students in a team oriented and active learning environment. The effectiveness of the applied approaches and students' outcomes were evaluated using instructor observations, students' scores for submitted reports and test scores, as well. The paper also summarized surveys given to students asking for their feedback following each activity. The outcomes of the applied activities can help in meeting ABET learning outcomes such as team work, applying engineering knowledge, critical and logical thinking, problem solving and communication skills. The average score was approximately 5% higher when applying these activities in the course and comparing them to scores obtained when teaching the course with no added activities.