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For many engineering undergraduate students a first course in Dynamics is often challenging when learning about the fundamentals concepts, basic Newtonian physics, and associated mathematical tools like vector algebra, trigonometry, and calculus. For educators the challenge is, motivating the students and making the learning process enjoyable. A simple handson activity to supplement the classroom content could greatly aid in student learning. At Rowan university an engineering dynamics accelerated course is offered every fall semester catering mainly to the sophomore students in which the content from a traditional 15-week, 3-credit class is compressed into a shorter 7.5 week, 2-credit class. For the Fall 2015 semester a project component was added to study the impact of a hands-on activity towards learning effectiveness and team work among students. Four or five member student teams conducted an air-cannon experiment based on projectile motion, energy and momentum conservation theory. The corresponding range and the time of flight was measured and compared with the theoretical values obtained from standard equations of motion therefore isolating the drag effect on the projectile flight characteristics. Each team was surveyed on how well they thought such an activity fulfilled the ABET learning objectives as well as its effectiveness on peer collaboration and team work. The survey results when compared with the final course grades shed some valuable light on the relationship between a student's perception of the effectiveness of this activity on learning, and the actual student performance on the exams. This paper will present the description and outcomes of this project in detail.

She previously was on the faculty of Mechanical Engineering in the Henry M. Rowan of College of Engineering, Rowan University, Glassboro, NJ for 20 years. She has been an active member of ASEE since 1998. She joined as a graduate student, after working on an engineering education project and presenting that work and student chapter activities at annual conference. As a faculty member, she regularly publishes and presents at the ASEE Annual Conference. Her interests are in design education and assessment in mechanical and biomedical engineering. She previously served ASEE in leadership roles in the ERM and Mechanics Divisions and as PIC-III Chair.

Course related projects have long been widely regarded as critical component of engineering education. They are an important way to assess how well the students have learnt the theoretical material and how skillfully they can apply it to real life situations. At Rowan University a Material and Manufacturing course is offered every spring semester. For the Spring 2015 semester a hands-on lab component on material testing was conducted while for Spring 2016 a software simulation based project was assigned. The objective was to assess a key pedagogical parameter "achievement of ABET student outcomes", focusing mainly on (a) an ability to design and conduct experiments, as well as to analyze and interpret data, (b) an ability to design a system, component, or process to meet desired needs within realistic constraints and (c) an ability to communicate effectively. The paper will discuss the experimental methods (uniaxial tensile testing, cyclic tensile-relaxation testing on stainless steel ASTM dog-bone samples), evaluation techniques and results obtained in assessing students' knowledge on the course topic, their programming and data analysis skills, their skill at learning and using engineering tools such as simulation software, and the effect such an activity has on their performance on the inclass exams. We also discuss some of the simulation analysis performed by the students to investigate the material behavior under various loading conditions and the results interpreted by them in their reports.