2025 ASEE Annual Conference & Exposition

Mechanical Engineering core courses are traditionally technical content-heavy, often leaving limited time for instructors to incorporate activities that foster active student engagement. Research has shown that active learning is crucial in improving student motivation and retention, yet implementing these within the constraints of a packed curriculum remains a challenge. This study seeks to evaluate the effectiveness of integrating various modules and tools in core mechanical engineering courses, specifically when implemented in a traditional lecture-based classroom setting.
The learning strategies explored include: 1) peer discussions during class, 2) weekly self-assessed quizzes, 3) flexible assignment deadlines, and 4) self team formation for collaborative project. These approaches were applied across several key Mechanical Engineering (ME) courses throughout the four years of college—such as Introduction to Engineering (1st year), Statics (2nd year), Thermodynamics (3rd year), and Heat Transfer (4th year)—to assess their impact on student engagement and learning outcomes.
Drawing on the principles of active learning, these tools were designed to require minimal deviation from standard instructional methods, making them easy to adopt without overburdening instructors. The tools aim to encourage intrinsic motivation, enhance peer collaboration, and provide students with a more engaged learning experience. By integrating small, manageable activities within class time, the goal is to complement the traditional lecture format, encouraging deeper understanding and engagement without sacrificing content coverage.
Student feedback was gathered through surveys and course evaluations, and the data will be presented to illustrate the perceived and measurable effects of these interventions. Additionally, a subset of data will examine the role of cohort-building activities, further exploring how collaborative learning environments influence student outcomes. Research has supported the notion that even small, structured interventions can significantly improve both engagement and retention in engineering education, and this study aims to contribute further evidence to that body of knowledge, particularly in the field of Mechanical Engineering.
The results will offer valuable insights for educators seeking to integrate short, flexible, and effective learning modules in both the classroom and beyond, ultimately fostering a more interactive and motivating learning environment for students in Engineering courses.