Conference Session

Mechanical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University; Pavel M. Polunin, Michigan State University

Tagged Divisions

Mechanical Engineering

great deal of their professional lives writing journalarticles and conference papers, reviewing articles written by other faculty, and being the mentors foruntold numbers of theses and dissertations. Life as an engineering faculty member requires thewriting and review of two major documents in their own lives: the thesis and the dissertation. Eventhe youngest assistant professor has been closely connected to writing a spectacular document andwhat it means to do so. It would be an interesting study to see how many faculty members nevermade a comment on the theses and dissertations of their own students.Faculty members should think beyond the technical assignments that are given to students to issuesthat are raised in their own writing and

Conference Session

Manufacturing and Machine Component Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Harold L. Stalford, University of Oklahoma

Tagged Divisions

Mechanical Engineering

bending configurations.On the first day of class, the students form teams of 5 to 6 students per team. Each team picks itschoice of a vehicle, machine or system from which they will pick all mechanical components foranalysis and design in the course. Each team is required to carry out four mechanical componentprojects and write project reports and make presentations. Each project covers a time period ofthree to four weeks. For example, fasteners and springs projects are projects that require threeweeks; bearings and gears projects require four weeks. Each team makes a presentation on eachof the four projects during the semester. The presentations are judged by engineers fromindustry.The reports and presentations are required to cover analysis and

Conference Session

Programming, Simulation, and Dynamic Modeling

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shanon Marie Reckinger, Fairfield University; Scott James Reckinger, Brown University

Tagged Divisions

Mechanical Engineering

that students are self-guided through partof the instruction. Lastly, class time is organized in such a way that the instructor spends overhalf of the time working directly with individuals and small groups. This gives the students anopportunity to have explanations individually catered to their level of understanding, as well asplenty of time for peer and instructor assistance with debugging.The course initially ran under the new model in Spring, 2013. The course ran for 15 weeks andhad 37 students split into two different sections. There were no teaching assistants. Feedbackfrom the students indicated that they benefitted greatly from the course design. Improvementsfor the second iteration of the new course model, which will occur in Spring

Conference Session

ME Curriculum and Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher E. Larsen, University of Missouri; Rose M. Marra Ph.D, University of Missouri, Columbia; Nai-En Tang; David H. Jonassen, University of Missouri, Columbia; Robert Andrew Winholtz

Tagged Divisions

Mechanical Engineering

participants expressed positive working relationships with peers in theircollaborative work projects. This was the first time I had a positive group experience in my engineering studies. I told my team, “If you can explain it to me simply, or in an analogy then I will understand. And then we can explain it to others.” So that was sort of our guide in writing our reports. And this was a really good team to work with. Google Group 17, focus group interview, March 7, 2013  Homogeneous Shared Work vs. Heterogeneous Autonomous Work The theme of homogeneous shared work versus heterogeneous autonomous work ispertinent to the first half of our first and second research questions, “Which instructionalscaffolds

Conference Session

Learning and Assessment in ME

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott L. Post, Bradley University

Tagged Divisions

Mechanical Engineering

implemented in a junior-level fluid mechanics course thatincluded both lecture and laboratory components. A total of nine learning objectives werespecified for the course. These learning objectives are: calculate fluid thrust forces, calculateaerodynamic forces, solve pipe flow problems, select a pump for a system, select a flowmeter fora system, write a computer program to solve transient fluids problems, write a professionalquality lab report, acquire and analyze laboratory data, and be a valuable member of team thatsuccessfully completes a project. The learning objectives can be mapped to ABET studentoutcomes. In this implementation of Standards-Based Grading, all assessments are done on apass-fail basis. That is to say, there is no partial credit

Conference Session

Learning and Assessment in ME

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sriram Sundararajan, Iowa State University

Tagged Divisions

Mechanical Engineering

Paper ID #9251A strategy for sustainable student outcomes assessment for a mechanical en-gineering program that maximizes faculty engagementProf. Sriram Sundararajan, Iowa State University Sriram Sundararajan is an Associate Professor of Mechanical Engineering at Iowa State University and also currently serves as the Associate Chair for Operations. His research areas encompass multiscale tribology (friction, lubrication and wear), surface engineering and mechanical engineering education. He has authored over 65 articles in peer-reviewed journals and conference proceedings and two invited book chapters. He serves on the

Conference Session

Capstone Courses and Project Based-Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, The University of Oklahoma; Mary K. Pilotte, Purdue University, West Lafayette; Nathan McNeill, University of Colorado Boulder

Tagged Divisions

Mechanical Engineering

effective means of meeting ABETcriteria [4]. In the traditional engineering classroom, students focus almost solely on the technicalaspects of engineering problem solving. Project-based learning can provide opportunities forstudents to be exposed to the broader context of engineering problem solving [7, 9]. Perkins [10]suggests that students learn best when they experience the “whole game” associated within acontent area. Situated in real-life examples, Perkins idealizes seven principles to engage studentsin their own learning process. These principles range from exposing students to the entire contextof a subject area, to working on so-called hard parts of the problem, getting students outside of theclassroom, and gains in peer learning from team

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin W. Caldwell, LeTourneau University; Colleen M. Halupa, LeTourneau University

Tagged Divisions

Mechanical Engineering, Mechanics

cumbersome, one student (14%) thought it was very cumbersome and57% had no problem submitting handwritten homework. For those that did have problems, itwas because they did not have a smartphone or scanner available to them at all times since some Page 24.86.9also were on vacation. One student had some trouble because he had a broken arm and had tohave his mother write out his assignments. All of the students (100%) noted the professor wasflexible and accommodating regarding this issue.Students were required to take their tests online in the Blackboard LMS and enter final answersonly. This test was timed to ensure academic honesty. Immediately

Conference Session

Mechanical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Trivett P.Eng., University of Waterloo

Tagged Divisions

Mechanical Engineering

thermodynamics students. WhileHeller et al. 8 have helped to clarify the language, they have also shown that the path to achievinggreater student engagement in engineering requires faculty providing an active learningenvironment and demonstrating genuine enthusiasm for the topic, as well as studentsparticipating more fully in activities, and interacting with peers and faculty. As faculty, we hopethat our enthusiasm for teaching leads to student engagement and learning. However, themethods and context need to suit the student’s background.Patterson et al. 9 have proposed that “…in order to attract and retain students in engineeringcourses, the courses must be taught in a context that is familiar to students…” They haveproposed a template based on five