Course: Engineering Materials Science

Topic: Phase Diagram

This card illustrates an innovative approach to improve course assignments in a 300-level undergraduate materials science course. Traditional textbook problems were transformed into narrative scenarios, directly connecting theoretical concepts to real-world applications. This multi-step storytelling technique was applied to two distinct situations, focusing on the phase diagrams of copper-nickel (Cu-Ni) and tin-lead (Sn-Pb) alloys. The assignment required students to:

• Conduct quantitative analysis to solve the problems
• Perform online research to gain deeper insights into these alloys
• Submit a concise report and an engineering memo
• Present their quantitative findings through a poster presentation (optional)

To implement this activity, you primarily need creativity, storytelling skills, and research abilities. However, to enhance the experience and effectiveness, consider the following additional resources:

1. Poster presentation materials for students to showcase their work (optional)
2. Access to active learning classrooms if conducting the activity in person
3. Refreshments to incentivize and appreciate student participation during the activity day

These elements can help create a more engaging and memorable learning experience for the students.

• Duration of the Activity: This is a relatively straightforward activity that doesn't require extensive preparation. However, transforming multiple problems into narratives can be time-consuming for the instructor. AI tools can be extremely helpful to transform book problems into narratives based on real-world application. Implementation Process:

1. Students complete the phase diagram chapter and practice various problems.
2. The instructor introduces the context and expectations for the assignment.
3. Students are given one week to complete and submit their work.

It's crucial to provide a clear explanation of the assignment's context and requirements before students begin their work. This ensures they understand the objectives and can approach the task effectively.

Example 1: Example 1 is based on Sn-Pb alloy, where students present posters. One group of students serve as customer and another group serve as companies. Customer groups evaluate the performance of the company groups.

Example 2: Example 2 is based on Cu-Ni alloy, where students works in pairs to submit a report. All groups pretend to be the engineers of a company. Example 2 is a simplified version which does not require any kind of presentation and peer-evaluation.

*** In both example 1 and example 2, students were asked to create a name and logo for their company.

• Story-Telling Steps: 

Story-Telling Step 1: I adapted a textbook problem into a narrative that links the concept to a real-world application of the alloy. This approach transforms abstract mathematical or scientific concepts into relatable scenarios, making the material more engaging and demonstrating its practical relevance. By contextualizing the problem within a story, students can better visualize how the principles they're learning apply to actual situations, potentially increasing their interest and understanding of the subject matter.

Story-Telling Step 2: I created a narrative framework for the assignment, casting students as engineers in a company. Their task is to design an alloy that solves the narrative problem mentioned in step 1. This approach aims to engage students more deeply with the material by giving them a practical context for applying their knowledge.

Story-Telling Step 3: To encourage peer-teaching and collaboration, I created a separate group of students to act as customers or stakeholders, connecting them to the scenario from step 1. I developed a narrative for these customers/stakeholders who will purchase the alloy or service offered by the student engineers in step 2.

This setup mimics a real-world business environment where companies pitch their solutions to potential clients or investors. It encourages students to consider both the technical aspects of their designs and the practical, market-oriented aspects of presenting and selling their ideas.

• How Storytelling Ignites Entrepreneurial Thinking?

Catalyst for imagination and creative mindset, connection to practical relevance and tangible ideas, exposure to diverse viewpoints, motivation to create solution that offers value