Author(s):
Our hub-based workshop-oriented propagation team has undertaken a national dissemination program for use of affordable transport equipment called Low-Cost Desktop Learning Modules (LCDLMs). The goal is to train faculty in use of teaching and learning practices that promote deeper learning and enhanced motivation in fluid mechanics and heat transfer courses in chemical and mechanical engineering. Over a period of five years, we have coached faculty implementers from some 45 institutions that include Research 1, public, private, minority serving and two-year institutions. Our guiding questions are whether the hub-based dissemination is effective, and how well implementations support the ICAP hypothesis of learning, i.e. Interactive > Constructive > Active > Passive learning. We used pre- and posttests to assess interactive LCDLM learning in contrast to lecture and find statistical improvements and meaningful effect sizes. We find that learning and motivational gains are uniform across genders and ethnicities. Synchronous and asynchronous learning during COVID-19 restrictions show similar gains when accompanied by detailed concept videos. In addition to a base of four LCDLMs that include two fluid mechanics LCDLMs, a venturi meter and hydraulic loss unit, and two heat exchanger LCDLMs, the team has developed new units for evaporative cooling and a fluidized bed and are working on a glucose analyzer that interfaces with a cell phone spectrophotometer app for making measurements. Finally, are taking steps for sustainability and continuation of the project for prospective large-scale distribution.
Coauthors
David Thiessen, Zeynep Durak, Prashanta Dutta, Olusola Adesope, Oluwafemi Ajeigbe, Olivia Reynolds, Kitana Kaiphanliam, Md Shariful Islam, Anne Oni, Riley Fosbre, Faraz Rahimi: Washington State University; Jacqueline Gartner: Campbell University; Aminul Khan: Northern Arizona University
