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Enhancing Effectiveness and Inclusivity of Introductory, Project-Based ME Courses: A Cognitive Psychology Approach

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Conference

2023 ASEE Annual Conference & Exposition

Location

Baltimore , Maryland

Publication Date

June 25, 2023

Start Date

June 25, 2023

End Date

June 28, 2023

Conference Session

Mechanical Engineering Division (MECH) Technical Session 10: Capstone and Design Education

Tagged Division

Mechanical Engineering Division (MECH)

Page Count

15

DOI

10.18260/1-2--43353

Permanent URL

https://peer.asee.org/43353

Download Count

2223

Paper Authors

biography

Frederic-Charles Krynen Stanford University

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Fred Krynen is a Ph.D. candidate in Mechanical Engineering at Stanford University. Under the guidance of Professor Carl Wieman, Professor Shima Salehi, and Professor Sheri Sheppard, his research focuses on teaching methods as they apply to introductory university-level mechanical design courses. He is focused on measuring these methods’ impact on performance, retention and on the students’ sense of belonging in the physical space they occupy while learning, and in the field of engineering. Previously, he worked as a Chef for eleven years in fine dining restaurants in five countries. In 2014, he returned to school to earn his GED, attended Mt Hood Community College in Gresham, Oregon and transferred to Stanford University in 2016. He holds a BS and a MS, both in Mechanical Engineering from Stanford University.

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Carl E. Wieman

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Abstract

Introductory mechanical design courses can either be invigorating and inspiring experiences or they can be alienating and intimidating depending on students’ prior experience with design. This study explores cognitive psychology-based methods to teach mechanical engineering design courses effectively and inclusively to a diverse body of students regardless of their backgrounds. Therein, we investigated the effects of a course redesign that implemented deliberate practice and preparation for future learning. As a result of this theory-driven redesign, we observed significant improvements in individual problem-solving practices by evaluating student-produced artifacts. These artifacts were elements of the course final projects, called photo essays, which describe and justify students’ prototyping efforts and the decisions they made during a four-week period in which they design and build a physical device—a candy dispenser in the control course and a stamping machine in the intervention course. A set of metrics of performance were compared with those of students in the control offering prior to the redesign of the course.

Krynen, F., & Wieman, C. E. (2023, June), Enhancing Effectiveness and Inclusivity of Introductory, Project-Based ME Courses: A Cognitive Psychology Approach Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43353

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