Transfer of Learning Through Authentic Assessments in Mechanics of Solids

This study investigates the efficacy of ill-structured authentic assessment strategies in supporting the transfer of learning in the field of Mechanics of Solids. Recognizing the gap in traditional educational methodologies which often fail to replicate real-world engineering tasks [1], this study explores the implementation of authentic assessments designed to bridge theoretical knowledge with practical application [2]. High-fidelity modelling and simulation using Finite Element Analysis (FEA) is adopted by many engineering education departments and is commonplace in multiple engineering industries. The usage of such simulation tools, along with the application of underlying theories, facilitates the analysis of complex engineering problems. One of the key elements to support the transfer of learning is providing an environment where learners can further build on their knowledge, skills, and attitudes (KSA) to solve real world problems with the opportunity for discussion and immediate feedback [3]. Through the partnership between teaching faculty and senior students who have recently completed their internship, junior students uncover the ill-structured reality of engineering problems during project consultations. The senior students, who have experience in FEA simulation during their internship, serve as mentors to the junior students. Collecting both qualitative and quantitative data from a sample of junior engineering students, the study evaluates the effectiveness of this authentic learning experience to promote the transfer of learning in Mechanics of Solids. The findings from this research work suggest that such authentic learning experiences, by mirroring the engineering workplace, significantly enhance students' confidence in applying KSAs to prepare them as good engineers. This study contributes to authentic assessment strategies to prepare students for real-world engineering challenges. [1] Magana, A. Journal of Professional Issues in Engineering Education and Practice, 143, 1. (2017). [2] Ghosh, S. Australian Journal of Maritime & Ocean Affairs, 10. (2018). [3] Taguma, M., Feron, E., & Lim, M.H. 8th Informal Working Group (IWG) Meeting. (2018)