June 14, 2015
June 14, 2015
June 17, 2015
26.533.1 - 26.533.16
Development of an Undergraduate Multidisciplinary Mechanical Design Laboratory Sequence based on Faculty ResearchResearchers have shown that the incorporation of hands-on design projects in the firstcouple of years of college provides mastery that increases the likelihood of success inengineering. Integrating real world design problems, based on faculty on-going research,into the curriculum during the freshman and the junior years is without a doubt extremelybeneficial; however the process requires a heavy commitment in faculty time andsometimes resources.This paper discusses preliminary results on introducing faculty on-going research toundergraduate students, in a form of lab sequence, focusing on student-centeredapproaches, such as active cooperative learning. The labs aim to address the need forcombining multidisciplinary theoretical knowledge with practical hands-on experienceand are specifically focused on involving undergraduate students in research andpreparing them for the capstone senior design project class.The preliminary results show that presenting a series of different lab projects, whichcomplement and build upon each other, brings to successful results. For the limited timeof one semester, the results show students’ improved critical thinking, intellectualmaturity, as well as taking more responsibility for their own learning. In addition, theinductive methods used in the labs prove efficient not only for learning new tasks, butalso in transferring earned skills to tasks of greater difficulty.
Robson, N., & Morgan, J. A., & Radhi, H. J. (2015, June), Development of an Undergraduate Multidisciplinary Mechanical Design Laboratory Sequence Based on Faculty Research Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23872
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