2026 ASEE Annual Conference & Exposition

Abstract

Automotive applications of mechanical engineering concepts continue to evolve as emerging technologies transform the automotive industry and pique the interest of mechanical engineering undergraduate students. Understanding advanced automotive engineering systems rely on students possessing a strong foundation in the various mechanical systems that make up modern automotive applications as well as the basic dynamic principles that govern automotive vehicle operation. The BLIND FOR REVIEW model of teaching and learning encourages the inclusion of a variety of learning environments, the careful integration of technology, and hands on learning opportunities to enhance learning and inspire further inquiry. To these ends, BLIND FOR REVIEW elective powertrains and vehicle dynamics course relies heavily on hands-on learning opportunities whenever feasible to reinforce topics covered in the classroom and bring into focus both the testing equipment available in the automotive engineering field and the difficulties inherent to field testing.

The purpose of this paper is to analyze the impact active learning laboratory experiences have on student knowledge retention through analysis of exam data comparing topics reinforced with lab experiences to topics not currently included in the laboratory curriculum at BLIND FOR REVIEW. Automotive Engineering students at BLIND FOR REVIEW participate in several laboratory exercises that directly support their understanding of key automotive principles including tractive effort, acceleration, braking, cornering, and surface trafficability. To facilitate these lab experiences, the department has maintained a series of vehicles ranging from former BAJA SAE competition vehicles to commercial off-the-shelf utility task vehicles (UTV). These laboratory experiences reinforce classroom learning by immersing students in the topics being covered by placing them in the driver’s seat in closed-course maneuvers. Completed lab experiences allow the comparison of predicted vehicle performance from fundamental design equations to actual vehicle performance.

This paper intends to provide engineering educators with an analysis of the impact immersive active learning lab experiences have on student assessment performance as well as on student feedback concerning course execution. A review of student course end feedback traces the evolution of the lab experiences to highlight useful modernization efforts over time. Overall, student feedback continues to highlight laboratory experiences as a beneficial and inspirational aspect of the course design.