2023 ASEE Annual Conference & Exposition

Current research documents the notable advantages active learning methods like project-based learning (PBL) and hands-on exploration have on student learning across a variety of disciplines including engineering. Recently, the Mechanical Engineering Department at a Midwestern University introduced undergraduate and graduate certificate programs in artificial intelligence, modeling, and simulations (AIMS) that aim to teach students: (1) the importance of uncertainty quantification, (2) the various types of combinations (e.g., modeling and simulation-assisted machine learning) and hybrid approaches, and (3) using hybrid models toward the design of intelligent complex machines. This work-in-progress seeks to understand how extra/co-curricular activities, as an extension of semester course content, can benefit student learning outcomes in courses related to the AIMS certificate programs. One specific extracurricular activity, a 48-hour hackathon, will be assessed to measure learning outcomes associated with engineering self-efficacy, judgment, and leadership skills. Hackathons prompt students to independently formulate a problem, the methodology to solve the problem, and reflect and reiterate on the generated solution. Usually, a hackathon project must be demonstrated to be considered successful, which contrasts from what is traditionally experienced in the classroom.
Engineering self-efficacy (ESE) is an individual’s belief in their capability to act in the ways necessary to reach specific goals. Judgment about one’s own abilities can influence behavior and goal attainment. We hypothesize that the groups’ self-guidance during the hackathon will improve their ESE related to applying AIMS concepts. Next, engineering judgment (EJ) is an individual’s ability to make and justify decisions, and predict the resulting consequences. EJ is developed in parallel with engineering science calculations and design considerations. We hypothesize that the process of reflection and iteration inherent to hackathon competitions will strengthen the participant groups’ perceived EJ skills. Finally, engineering leadership (EL) skills relate to the leadership style(s) used by individuals to lead groups of engineers to achieve a common goal. An effective leader exercises influence at interpersonal, team and organizational levels, while simultaneously building strong relationships. We hypothesize that in the absence of a well-structured project, the need to delegate tasks among team members and develop solutions quickly will increase perceived EL abilities of participant groups.
To frame this study, we will use the Bucknell Institute of Engineering’s (BIE) Gold Standard PBL framework. BIE describes PBL as having three parts: Student Learning Goals, 7 Essential Project Design Elements, and Project-Based Teaching Practices. Our study focuses on student learning goals and three of the seven essential project design elements: student voice and choice, reflection, and critique and revision. This paper will present results from post- event surveys, while future work will focus on data obtained from semi-structured interviews. All data will be analyzed to extract themes relating to the students perceived changes in self-efficacy, engineering judgment, and leadership ability as a result of participation in the hackathon.