Enhancing Undergraduate Materials Science Labs for Experiential Learning

Recently, there has been increased pressure from industry, the local government, and the University of Calgary to include industry-relevant learning opportunities in undergraduate curricula to improve the transition of students from the university to the workforce.In engineering education, laboratories are often viewed as a bridge between course content and industry skills by grounding theoretical knowledge in practical experiments and developing familiarity with testing techniques and analyses used in industry.Yet nearly half of undergraduate mechanical and manufacturing engineering students enrolled in a mandatory third-year materials science course at the University of Calgary report no link between their laboratories and course content or future career development.Therefore the goal of this research endeavour is to identify actions that can be taken to improve the students' learning experience in undergraduate engineering laboratories.Critically reflective surveys were developed using Ash and Clayton's Describe, Examine, Articulate Learning (DEAL) model and the revised Bloom's taxonomy and released to current engineering students in a third-year materials science course at the University of Calgary's Mechanical and Manufacturing Engineering program.The purpose of these surveys was to evaluate where students feel their laboratories do not connect to their classes or careers, and what steps can be taken to improve learning outcomes.Following completion, these survey responses were evaluated using qualitative content analysis.Results indicate that students better perceive their laboratory learning experience when it includes a hands-on component designed using Kolb's experiential learning cycle.Students feel their time is better spent when learning outcomes are aligned with student abilities, laboratory material is clearly linked to industrial applications, and expectations and theory is clearly communicated.Group work and a design component, when relevant, can also improve this experience.The experience of the laboratory assessment can be improved by considering the purpose of the assessment when designing it.Finally, it was found that facilitators have a strong impact on the learning experience and should receive training to ensure consistency and that learning objectives are met.

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