Impact of Physical Model Projects and Multidisciplinary Teams in Fluid Mechanics Education

• Published in: Education sciences Vol. 14; no. 6; p. 658
• Main Authors: Sekaran, Aarthi, Rodak, Carolyn M.
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.06.2024
• Subjects: Active learning; Behavioral Objectives; Civil engineering; Classrooms; Cognitive style; Educational Environment; Engineering education; Experiential Learning; Fluid dynamics; Fluid mechanics; Mechanical engineering; multidisciplinary teams; Pedagogy; project-based learning; School Holding Power; STEM education; Student retention; Teaching; Teaching Methods; Teams
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci14060658

Fluid mechanics, a required course in many undergraduate engineering disciplines, is often described as a challenging subject as it weaves together advanced mathematics and physics to solve conventional engineering problems. This study examines the effect of incorporating a physical model project via multidisciplinary teams into two theory-based fluid mechanics courses to address two general questions: Does the design and construction of the physical model aid in understanding fluid mechanics concepts? Does working with students of different engineering disciplines improve student experience and comprehension? The study was conducted in Spring 2023 with a cohort of 49 mechanical and civil engineering students; each project team had a mix of both disciplines. At the end of the semester, all projects were presented at a common venue, followed by an anonymous paper-based survey. The results indicate that around 83.7% of students felt the project had an overall positive impact on their learning experience. Despite initial student apprehension about multidisciplinary teams, 72% of students appreciated the opportunity to work with engineers from other disciplines, with qualitative inputs describing the value added from varied skill sets. In conclusion, this project enabled students to apply their in-class training to a real-world model while working in multidisciplinary teams. The results provide insight into the implementation of similar projects and the value of multidisciplinary teams.