2025 ASEE Annual Conference & Exposition

Incorporating hands-on activities into first-year engineering courses has proven effective for fostering student engagement and deepening understanding of abstract concepts. This study focuses on the development of three key interventions aimed at improving systems thinking (ST) and systems engineering (SE) skills for first-year mechanical engineering students across three academic institutions. These interventions include toy product dissection, a case study of a complex system, and a paper airplane design activity, all designed to make abstract ST and SE principles more concrete and accessible.

The framework for this approach is grounded in Kolb’s Experiential Learning Theory, which emphasizes four stages in the learning process: concrete experience, reflective observation, abstract conceptualization, and active experimentation. For instance, in the toy product dissection activity, students physically disassemble simple products, such as wind-up toys, to analyze subsystems and component interactions, moving from concrete hands-on experience to abstract conceptualization of systems thinking. The case study engages students in analyzing real-world engineering challenges, focusing on the failure of a complex system like the Titan submarine implosion, thus bridging theoretical concepts with practical implications. Finally, the paper airplane activity allows students to design and test various airplane models, encouraging them to explore system design trade-offs and experiment with different configurations to achieve optimal flight performance.

This integration of hands-on activities addresses a significant gap in traditional mechanical engineering curricula, where ST and SE concepts are often introduced later in academic programs (or not introduced at all). By embedding these principles in the first year, students begin to develop essential skills for managing complexity—an increasingly vital capability in modern engineering practice. The hands-on nature of the interventions, coupled with reflective learning opportunities, leads to higher student engagement, improved retention of ST and SE concepts, and better preparation for advanced coursework.

The findings from this multi-institution study highlight the transformative impact of experiential learning on systems engineering skills and mindset development. By allowing students to interact directly with complex systems, reflect on their experiences, and apply theoretical concepts to practical challenges, these activities foster a deeper understanding and long-term retention of engineering principles. This approach emphasizes the importance of active learning strategies in cultivating critical competencies, such as problem-solving, systems thinking, and the ability to manage interdisciplinary projects. The implications of this work extend beyond individual course outcomes. By introducing systems thinking and systems engineering concepts early in the academic journey, institutions can better prepare students for the demands of modern engineering roles, where managing complexity and cross-functional collaboration are essential. This study advocates for experiential learning as a foundational element in engineering education, offering a scalable model for integrating hands-on activities into introductory courses. By positioning these interventions as central to the curriculum, we can effectively foster a systems engineering mindset in future engineers, equipping them to tackle the complexities of modern engineering challenges with confidence and creativity.