Lab Every Day!! Lab Every Day? *&%#ing Lab Every Day!? Examining Student Attitudes in a Core Engineering Course Using Hands-on Learning Every Day of Class

ABSTRACT

The author's Control Systems and Instrumentation course is a four credit, core course combining topics traditionally taught across several courses including electrical theory, instrumentation, signal processing, and controls. To meet this challenge, the authors took a student centered approach to the course design as well as active learning pedagogy. From this approach the course was structured where students work through theory and hands-on labs each class period. This infused basic electrical theory and instrumentation with Arduino-based sensors and control algorithms, and has allowed alignment of every day of the course with multiple student learning outcomes. In this work the authors present student outcomes of the approach. These are informed by methods of formative and summative assessment as well as evidence of achievement through regular informal student feedback, course evaluations, observations, and focus groups. The assessment strategy has included formative assessment of daily concept check points. Every week the next week's activities are adjusted to ensure the material stayed within the cohort's zone of proximal development, towards mastery of the content. Projects were designed to reinforce learning outcomes achieved at check points throughout the semester. Summative assessment included project deliverables, homework based on theoretical problem solving, as well as a midterm and final that included a take-home portion, a partnered practical lab-based exercise, and a problem solving section. The primary challenges faced included how to facilitate better connections students made across the content and how to assist students in the cognitive shifts necessary in a fast-paced and pedagogically very different environment than they are used to. The authors have worked towards this by creating more connection opportunities through improved theoretical content, alignment of reading quizzes and structured outside of class work. Mid-term and final course evaluations as well as facilitated focus groups have been conducted for three semesters. Three semesters of classroom observations made through the Classroom Observation Protocol for Undergraduate STEM (COPUS) have also been completed. From these, mixed results with regards to student attitudes towards the hands-on nature of the course have been reported. While most students have enjoyed the hands-on work, less were convinced of the connections they were making to the theory. Some students went so far as to request more lectures and less lab time. Student attitudes towards working with their partner and peer-to-peer learning were positive across cohorts and semesters. In light of this the authors describe methods of scaffolded opportunities for independent as well as peer-to-peer learning. While student preferences varied, data is also presented on student behavior and achievement. Class attendance remained over 90% throughout all three semesters (including the COVID Spring 2020 semester). Student feedback has indicated a sense of obligation to their lab partners and perceived value of the in-class activities to be the primary motivators of attendance. Further, data on student achievement of summative assessments across topics has been summarized. This data suggests that topics students spent more hands-on time with resulted in better performance. © American Society for Engineering Education, 2021