Reversing the Roles of Experiment and Theory in a Roving Laboratory for Undergraduate Students in Mechanical Vibrations

摘要

Product manufacturers are carrying out far fewer, more deliberate experiments than ever before to cut costs and compete in the marketplace; however, many undergraduate engineering students enter the workforce with the false perception that 'experiments are just data-taking.' The roving laboratory discussed here can be set up wherever interesting test specimens are found and aims: to give students more control of the learning process through inquiry-based, collaborative teaching; to provide a better introductory education in vibrations and experimental mechanics; to promote lifelong self-learning and an appreciation of experimentation; and to strengthen the link between industry and academia. By reversing the roles of theory and experiment, the new course lab and lecture empower students to discover theories on their own. Comparisons between formative and summative surveys indicate that: student perceptions of experimental practices changed as a result of the course; students were more engaged than in traditional laboratory courses; and students felt more prepared to enter the workforce. Other assessment results are also discussed.