We propose an innovative approach using affordable and easy-to-assemble test kits to enhance hands-on learning experiences in materials and manufacturing education. The paper addresses the common challenge faced by mechanical engineering departments in obtaining expensive lab equipment. By developing significantly cheaper yet effective test kits, our aim is to provide students with practical experience in experimental methodology, assembly, and problem-solving with the equipment. Our solution showcases the design of safe, easy-to-assemble, and reliable test kits that could be used in multiple experiments. These kits are orders of magnitude cheaper than standard equipment, costing only two to three hundred dollars compared to tens of thousands. While they may lack extra high accuracy, they still excel in achieving desired student learning outcomes. These kits rely on easy-to-make, open-source codes, and/or inexpensive off-the-shelf components. We developed and tested two kits through two design iterations: a personal universal testing machine and a personal foundry. Each kit allows students to run 2–3 experiments, providing them with the opportunity to experience assembly and full system integration for force, energy, mass, and information flows. Student surveys were conducted to understand their self-reported response to the effectiveness of these kits in achieving learning goals. More than 60% of students consistently reported that the kit gave them command over experimental methodology, assembly of pieces, resolution of issues with the test equipment, and conducting experiments with just a manual. While initially challenging for some students, overcoming these hurdles improved their understanding of experimental methodology and tension testing equipment design. This contrasts with conventional lab experiments where students often follow set protocols without needing to understand equipment workings. The hands-on nature of the kits not only increased student engagement but also fostered a sense of ownership and investment in the learning process. Some students expressed a desire to test their own designed items, indicating deeper engagement and interest. Overall, the findings suggest that the test kits offer a unique set of learning opportunities by providing students with an unguided build, study, and report challenge.

According to ABET, one major student outcome is “an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.” Although some departments in the nation try to implement this through a standalone course, others cannot find the space in their curriculum to do so. Even when presented as a standalone course, it is typically introduced at the higher (junior or senior) levels. We aim to develop a detailed template for a department-wide plan for disseminating engineering ethics topics throughout the Mechanical Engineering curriculum in sophomore, junior, and senior year courses. This includes guidance on the frequency and quantity of time and effort devoted to engineering ethics topics in the identified discipline-specific courses. Some of these may require the development of example case studies used in lecture material, quizzes, and discipline-specific projects. A course instructor can use the appropriate rubrics for ABET assessments. This paper introduces the department ethics assessment plan that was used in the ABET self-study report for the last cycle. There is a periodical review of the implementation plan for continuous improvement. This plan is based on Bloom's taxonomy where each course is designed to equip the students at the appropriate learning level. At the sophomore level, we focus on students understanding the basic ethics theories and the ASME code of ethics through a case study and writing assignment. The junior-level course addresses the next higher learning level, namely analysis. Teams of students are asked to analyze and resolve developed course-specific problems that involve ethical considerations in the ASME code of ethics. The senior-level course examines and revisits some broad moral theories (Utilitarianism, Kantianism, Virtue-based) and the ASME/NSPE Code of Ethics. In this last stage, students evaluate various case studies, providing a much deeper learning experience. The current approach does have some challenges and requires alignment between the courses involved and periodical changes and updates. The proposed model could be expanded to other engineering disciplines.

This paper presents the role of JupyterLab, a web-based, free Python coding platform, in solving and analyzing complicated problems of solid mechanics in real-time during classroom lectures. The objectives of using JupyterLab are five-fold: (a) to address the difficulty in explaining the interconnection of multiple variables that affect the solution to solid mechanics problems from a holistic standpoint, (b) to discuss the core concepts of solid mechanics using a set of generalized problems and their solutions with easily modifiable input parameters, (c) to help students attain the ability to critically think about the course concepts and apply them to analyze complex problems, (d) to test students' ability to apply the concepts covered in class to problems that are outside the scope of the course topics, and (e) to promote awareness of outlier situations wherein traditionally taught tools are inapplicable. The ultimate goal is to amplify the learning outcomes of the course and actively engage students in the learning process, helping them prepare for the growing AI-inclined job market in the engineering sector.

This work presents an innovative interdisciplinary cornerstone engineering design-and-build course infused at the freshman level. The course promotes systematic design thinking and process using an inductive pedagogy, PBL, as the mode of delivery, in conjunction with technological tools such as robotics kits, a rapid prototyping machine, and C++ interface.