Learning undergraduate Engineering Fluid Mechanics course assisted by journal articles and research argumentation

Abstract

A new approach in engineering education encourages students to engage with scientific discovery by reading research articles rather than relying solely on textbooks. Although frequently overlooked in undergraduate programs, the ability to read academic papers helps students stay up to date with the rapidly evolving knowledge and skills needed by engineers in today’s world. Hence, the main aim of this research-based and curriculum-oriented intervention was to determine if fourth-year undergraduate engineering students could progressively improve their academic reading skills when provided with carefully chosen articles about fluid mechanics research. The instructional intervention included warm-up readings, in- and out-of-class assignments, and best practice lectures, following an incremental approach. Test readings and test exams were correlated and subjected to quantitative analysis. Additionally, a questionnaire was administered to track student self-awareness of their own progress. During the fall semester, the cohort was randomly divided into two groups, with each group receiving a different test reading before a lecture. For the post-lecture assignments, the two texts were switched between groups. In the spring semester, all students in the new cohort received the same pre- and post-test articles. The results demonstrate that students improved in their ability to read primary literature during the intervention and developed a greater understanding of fundamental concepts. They also reacted positively to the teaching methodology and educational materials and perceived an improvement in their academic reading skills. Engineering educators may find these results useful when seeking to prepare undergraduate students more effectively. This innovative approach has the potential to train engineering students to think like engineers, and can be easily adapted to various educational settings