Improving The Learning Process Of Laboratory Instruction

There is little doubt that a laboratory experience can be beneficial in the learning process of undergraduate engineering students. Relating the textbook and the lecture to hands-on observations can help resolve inhibitions in concept perception and produce clarity of key issues. Unfortunately, time constrains faculty development and execution of laboratories and can reduce this potentially beneficial experience to little more then conducting tried and true experiments semester after semester. As a result, students find old laboratory reports to be an equally expedient at fulfilling assignments leading to lot of busy work that neither the instructor nor the student benefit from. This paper will overview approach, application, and benefit of abandoning the cookbook approach to conducting the undergraduate laboratory experience. The concept relies on the undergraduate students, working in teams, to design and conduct experiments. The instructor acts as a mentor and resource during the process, and insures quality of the laboratory exercise without having to be the sole responsive party. By taking ownership of the experiment, the students’ learning is increased and the laboratory experience is enhanced. This is due, in part, to experiments being tailored to the students’ needs and interests which is a result of their direct involvement. Finally, concepts of team building and experimental design are introduced. Surveys and testing of students involved in this approach suggest a strong positive outcome. In addition to objective outcome assessment of participating groups, several years of applying this approach have defined pitfalls to be avoided.