With the ongoing progress in pedagogical technologies, engineering educators are embracing digital platforms and interactive models to enhance students' learning experience in remote or in-person instructional settings. In this work-in-progress report, we explore virtual laboratory modules as a tool to connect engineering concepts to their practical applications. To this end, we introduce a new virtual laboratory platform with multiple characterization/testing modules that visually demonstrate the mechanical behavior of engineering materials. These modules include but are not limited to, Rockwell hardness measurement, Vickers/Knoop microhardness tests, and fatigue cycle analysis. To foster a student-centered environment, we developed a Python-based interface that enables users to choose an engineering material and test of their preference. After each test, the raw output data undergoes minor randomization while preserving the core data pattern, simulating the experience of conducting hands-on experiments in a physical setting. During hardness tests, users can observe the conversion between different hardness scales and their relationship with ultimate tensile strength. Furthermore, fatigue testing offers users a Python script that assesses cyclic loading parameters for the selected material, providing estimates for the endurance limit and cycles to failure. The virtual lab modules assist engineering students in designing mechanical components and appropriate material selection while applying deflection and strength-based analysis techniques. Using these modules, we incorporated interactive assignments into our materials science, solid mechanics, and design of machine elements classes. Initial findings suggest that virtual laboratories complement physical laboratories by their cost-effectiveness, ease of replication, and ability to meet the substantial demand from students. Moreover, the virtual environment empowers students to access experiments repeatedly and at their own pace outside the conventional classroom setting. In conjunction with hands-on experience in physical laboratories, our approach aims to promote engineering education that combines digital platforms with experiential learning.

This paper presents an innovative approach to improve engineering students’ problem-solving skills by implementing think-aloud exercises. Sometimes engineering students claim they do not know where to start with the problem-solving process, or they are not sure how to proceed to the next steps when they get stuck. A systematic training that focuses on the problem-solving process and the justification of each step could help. Think-aloud techniques help make the invisible mental processes visible to learners. Engineering think-aloud technique engages students and helps them make their way through a solving process step-by-step, reasoning along with them. In this study, a multiple faceted systematic approach that integrates think-aloud exercises through video assignments and oral exams were developed and implemented in two pilot engineering classes. We present our think-aloud exercises and oral exams structures in each of the courses and their impacts on students' learning outcomes, and students’ perceptions towards the pedagogical approach. Both quantitative and qualitative results show that the think-aloud exercise assignments and oral exams enhance students’ problem-solving skills and promote learning.

This work-in-progress paper describes the incorporation of two virtual laboratory modules as an interactive teaching strategy that enhances both remote and in-person learning. Teaching engineering classes online during the pandemic has shown us the values of in-person interaction and the versatility of information that can be conveyed in physical classrooms. Many types of teaching strategies, such as physical demonstrations and in-class activities, are more accessible in-person compared to virtual sessions. To address this issue, we introduce two virtual lab modules with (a) pre-recorded and (b) real-time models that provide platforms for virtual mechanical tensile testing and a remote photon quantum entanglement experiment, respectively. The first virtual lab platform was built from a host of recorded mechanical tests on several engineering materials samples. After choosing the experiment/material, students can simultaneously view the data acquisition and the video of the test in detail. The numerical raw data set for each specimen is accessible after completion of each experiment in form of a spreadsheet. The introduction of the virtual lab has allowed us to add interactive elements to solid mechanics and machine design classes. For the second virtual laboratory module, we present a real time lab platform, where the participating students can perform experiments and collect data in real time by accessing the lab setup remotely. The general concept of the real time virtual lab is based on a human-in-the-loop control system that allows a user to operate an actuator remotely. To feature this real-time approach to virtual laboratory, we selected photon quantum entanglement experiments as part of mechatronics class. The early results, drawn from the students' feedback, demonstrate the promising outcomes of the virtual lab platforms for students learning and instructor-student interaction. Participating students expressed high level of connection to the classes and conceptual grasp of the course topics. The results of this report point to new pedagogical approaches to enhance learner-instructor connectivity and experiential learning in the post-pandemic engineering education.

This work-in-progress paper presents an innovative practice of using oral exams to maintain academic integrity and promote student engagement in large-enrollment engineering courses during remote instruction. With the abrupt and widespread transition to distance learning and assessment brought on by the COVID-19 pandemic, there has been a registered upsurge in academic integrity violations globally. To address the challenge of compromised integrity, in the winter quarter of 2021 we have implemented oral exams across six mostly high-enrollment mechanical and electrical engineering undergraduate courses. We present our oral exam design parameters in each of the courses and discuss how oral exams relate to academic integrity, student engagement, stress, and implicit bias. We also address the challenge of scalability, as most of our oral exams were implemented in large classes, where academic integrity and student-instructor disconnection have generally gotten disproportionately worse during remote learning. Our survey results indicate that oral exams have positively contributed to academic integrity in our courses. Based on our preliminary study and experiences, we expect oral exams can be effectively leveraged to hinder cheating and foster academic honesty in students, even when in-person instruction and assessment resumes.