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Updated: Aug 27, 2025

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Project-based learning through sensor characterization in a musical acoustics course.

Valerie Rennoll1, Ian McLane1, Adebayo Eisape1

  • 1Electrical and Computer Engineering, Johns Hopkins University, Baltimore, Maryland 21218, USA.

The Journal of the Acoustical Society of America
|October 1, 2022
PubMed
Summary
This summary is machine-generated.

Project-based learning in a graduate Musical Acoustics course improved student performance and engagement. Students successfully characterized a contact sensor, demonstrating mastery of learning objectives through hands-on research.

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Area of Science:

  • Acoustics
  • Engineering Education

Background:

  • Project-based learning (PBL) enhances academic performance through practical application.
  • Active learning strategies are increasingly integrated into higher education curricula.

Purpose of the Study:

  • To evaluate the efficacy of PBL in a graduate-level Musical Acoustics course.
  • To assess student learning outcomes when applying course concepts to a research project.

Main Methods:

  • Implemented PBL by having graduate students characterize a polymer diaphragm contact sensor for musical instrument recording.
  • Structured assignments guided students through literature review, experimental design, data collection, analysis, and presentation.
  • Assessed student feedback via surveys and open-ended prompts.

Main Results:

  • Students responded positively to the project-based learning approach.
  • Students demonstrated mastery of the course's learning objectives.
  • The study provides a framework for implementing research-based PBL in acoustics courses.

Conclusions:

  • Project-based learning is an effective pedagogical framework for graduate-level Musical Acoustics.
  • Integrating research projects into coursework fosters practical skills and deepens understanding.
  • This model can be adapted by educators seeking to enhance science and engineering education through active learning.