Modeling Feedback Dynamics in Learning Studios: A Causal-Loop Analysis of an Undergraduate Mechanical Engineering Curriculum

This study adopts a systems perspective to examine how a newly introduced "Learning Studios" (LS) model in a mechanical and aerospace engineering (MAE) school influences undergraduate engineering experiences. LS are cross-course labs that engage multiple concepts and learning objectives, embedded throughout all three years of the curriculum. We conducted semi-structured interviews with eight mechanical engineering students at a U.S. R1 institution to capture their perceptions of hands-on, real-world engineering tasks. Drawing on the Expectancy-Value-Cost framework, we developed our qualitative study and then employed inductive thematic analysis to identify key factors, including motivation, personal growth, belonging, and engineering identity. Subsequently, we developed causal loop diagrams (CLDs) to visualize how these factors interact and shape feedback loops in students' academic and social environments. Findings indicate that LS experiences foster reinforcing cycles: mastery of practical tasks boosts self-confidence, which, in turn, enhances engagement and strengthens peer networks. Academic and social integration also foster a sense of belonging that further sustains motivation and reduces the risk of attrition. However, the diagrams reveal balancing loops when academic challenges strain students' resilience. Mapping these dynamics underscores the value of a holistic systems approach in engineering education. By illuminating both positive feedback loops and potential bottlenecks, our study provides actionable insights for designing interventions that support students' holistic development, from technical competence to the formation of a professional identity.