MSE 2610: Mechanical Properties of Materials is a core undergraduate laboratory course at Cornell University that examines the mechanical behaviour of materials (e.g., strength, stiffness, toughness, ductility) and their physical origins. Laboratory education is crucial in materials science, yet traditional “cookbook” labs often fall short in engaging students and reinforcing theoretical concepts. This thesis presents a comprehensive plan to enhance the MSE 2610 lab course through the integration of proven pedagogical techniques and evidence-based improvements, including the design and introduction of a novel Charpy impact testing module. We begin by analysing the current structure of the laboratory modules as conducted in Fall 2024 and identifying challenges such as unclear manuals, limited student preparation, and inconsistent teaching assistant (TA) training. We then review educational frameworks, including active learning, inquiry-based learning, and Kolb’s Experiential Learning Cycle, as they apply to laboratory instruction. Additionally, a new laboratory module featuring a custom-designed Charpy impact tester was developed and incorporated, enabling students to explore fracture toughness and impact resistance across diverse materials such as metals, polymers, and biomaterials. Building on best practices from literature and benchmarking against peer institutions’ (Northwestern University and University of Florida) materials science labs, we propose a series of improvements to MSE 2610. These include the development of concise pre-lab instructional videos to better prepare students (thereby freeing in-lab time for deeper inquiry), enhanced TA training through orientation workshops and teaching videos to ensure more consistent and learner-centered instruction, and redesigned lab manuals that employ clearer guidance, conceptual questions, and inquiry-based elements rather than only step-by-step procedures. The proposed improvements are mapped to pedagogical frameworks: for example, pre-lab videos and quizzes activate prior knowledge and address the “prehension” phase of Kolb’s cycle (ensuring students arrive with sufficient background), while open-ended analysis prompts and group discussions in the lab foster the reflective observation and abstract conceptualization stages. By incorporating active learning strategies, which have been shown to improve exam performance and reduce failure rates in STEM courses, this thesis aims to align the MSE 2610 lab experience with modern educational best practices. Ultimately, the anticipated outcome is a more effective, engaging, and inclusive laboratory course that not only teaches students about the mechanical properties of materials but also develops their skills in experimentation, data analysis, teamwork, and lifelong learning.