Bridging Theory and Practice in Fluid Mechanics by Integrating Open-Ended Labs and Entrepreneurial Mindset Learning in ME and MET Education

Presentation (Faculty180)

cited authors

  • Cioc, Carmen; Cioc, Sorin

description

  • <p><span style="font-size:10pt;">In mechanical engineering (ME) and mechanical engineering technology (MET) programs, aligning theoretical instruction with real-world application is essential for preparing students for industry-relevant challenges. This pilot study presents a one-year implementation of open-ended laboratory experiences in an advanced fluid mechanics course, aimed at deepening students’ understanding of pipeline fluid flow through inquiry-based learning while fostering the development of an entrepreneurial mindset.</span></p> <p><span style="font-size:10pt;">The lab format encourages students to actively engage with core fluid dynamics concepts while developing critical thinking, creativity, and problem-solving skills. These labs simulate realistic engineering scenarios, offering students the autonomy to explore design variables and data interpretation, mirroring the complexity of industry practice.</span></p> <p><span style="font-size:10pt;">To assess the educational impact, an anonymous survey collected student feedback on engagement, confidence in applying theory, and perceived relevance to real-world engineering problems. Preliminary findings indicate that while individual satisfaction levels vary, with some students expressing a preference for more guided laboratory instructions, many also recognize that the open-ended, less structured format promotes deeper conceptual understanding and supports the development of professional skills.</span></p> <p><span style="font-size:10pt;">This work contributes to ongoing efforts to strengthen engineering education through experiential learning and academic-industry alignment. It highlights the potential of open-ended labs as a scalable model for integrating practical skills and mindset development into technical curricula, supporting both student success and workforce readiness.</span></p>

authors

publication date

  • 2026

presented at event