Effective educational practices, assessment, and applications in acoustics and vibration at the University of Hartford.

Abstract

The University of Hartford is home to two unique undergraduate engineering majors in acoustics, both sharing a core course layout of acoustics, vibrations, and projects. The Bachelor of Science in Mechanical Engineering with an Acoustics Concentration and the Bachelor of Science in Engineering in Acoustical Engineering and Music programs allow for two complementary tracks within the acoustics field, providing cohesive plans of study on many facets of listening and design. All Mechanical Engineering majors (regardless of concentration) are required to take Vibrations I and a course in Engineering and Environmental Acoustics. The department philosophy for this inclusion is that acoustics and vibration design considerations are an essential component for the development of the complete mechanical engineer. This paper outlines program educational goals and outcomes, along with pedagogical adjustments made based on continuous assessment and evaluation of select courses, including recent changes to adapt to measured deficiencies. The paper also details the historical development of the acoustics program, components of the Vibrations I and Engineering & Environmental Acoustics courses, and example research and design projects based on work in these courses. Among the included projects are modal analysis, community room acoustics assessment, and an open access computational room acoustics simulator for use and collaboration with colleagues in acoustics education.