Integrating Engineering Design in Laboratory Sessions for Second-Year Mechanical Engineering Students

Deeksha Seth; Robert P. Loweth; James C. O'Brien

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: ELOS Technical Session 2 - Beliefs, Motivation, and Pedagogy
Tagged Division: Experimentation and Laboratory-Oriented Studies Division (DELOS)
Page Count: 18
DOI: 10.18260/1-2--47653
Permanent URL: https://peer.asee.org/47653
Download Count: 64

Paper Authors

biography

Deeksha Seth Villanova University

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Deeksha Seth is an Assistant Professor in the Mechanical Engineering department at Villanova University. Her primary research interests includes integrative and interdisciplinary engineering education.

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Robert P. Loweth Purdue University orcid.org/0000-0001-6337-2889

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Robert P. Loweth (he/him) is a Visiting Assistant Professor in the School of Engineering Education at Purdue University. His research explores how engineering students and practitioners engage stakeholders in their engineering projects, reflect on their social identities, and consider the broader societal contexts of their engineering work. The goals of his research are 1) to develop tools and pedagogies that support engineers in achieving the positive societal changes that they envision and 2) to address systems of oppression that exist within and are reproduced by engineering education and work environments. He earned his B.S. in Engineering Sciences from Yale University, with a double major in East Asian Studies, and earned his Ph.D. in Mechanical Engineering from the University of Michigan. He also holds a Graduate Certificate in Chinese and American Studies, jointly awarded by Johns Hopkins University and Nanjing University in China.

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James C. O'Brien Villanova University

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Professor Jim Oâ€™Brien is a tenured Faculty member in the College of Engineering of Villanova University. At Villanova he has won numerous awards for teaching including the Lindback Award, the Farrell Award, and the Engineering Teacher of the Year Award.

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Abstract

Engineering design fosters students' capacity to apply technical knowledge towards innovative solutions. While design has gained visibility in engineering education through programs like entrepreneurship, freshman design, and senior capstone projects, there's a demand to integrate design across students' academic journey. The technical intensity of engineering curricula poses challenges in dedicating courses exclusively to design thinking or applying the design process. An alternative approach is to reimagine laboratory courses by incorporating engineering design. This pilot study explored the integration of engineering design principles in a required 14-week 'engineering analysis and design' laboratory course for second-year mechanical engineering students. The course combines lectures with hands-on laboratory sessions, covering topics such as gears, motors, dynamics, hydraulics, and engines. The course also introduces Ulrich and Eppinger's engineering design process and the ABET definition of engineering design to students, emphasizing open-ended problem-solving. The laboratory curriculum included two dissection labs, three Design-Build-Test (DBT) labs and a semester-long BeetleBot project, to provide practical exposure to mechanical engineering concepts. We sought to understand how engineering students drew connections between the lab content and engineering design, for the purpose of potentially updating the lab content. The course was assessed in Fall 2022 at the end of the semester through a voluntary, anonymous Google form survey that included questions about student impressions of the lab course. The survey recorded which labs were perceived by students as being most integrated with engineering design and which key aspects of engineering design (derived from the ABET definition) students felt were present in each lab. Results (n = 13) indicated that students perceived the BeetleBot project and DBT labs as the most integrated with engineering design, with the BeetleBot project being particularly well-regarded. Results suggested that engineering educators can leverage short-term DBT labs strategically to introduce design elements without the resource-intensive nature of semester-long projects. Despite the strengths, students felt that DBT labs lacked realistic constraints, suggesting an opportunity for improvement. Dissection labs received mixed feedback, indicating a need for intentional scaffolding to emphasize design aspects like creativity and iteration. Overall, the findings provide a foundation for future iterations and improvements as well as strategies for engineering educators seeking to enhance design integration in engineering laboratory courses.

Citation
Format

Seth, D., & Loweth, R. P., & O'Brien, J. C. (2024, June), Integrating Engineering Design in Laboratory Sessions for Second-Year Mechanical Engineering Students Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47653

TY - CPAPER
AB - Engineering design fosters students&#39; capacity to apply technical knowledge towards innovative solutions. While design has gained visibility in engineering education through programs like entrepreneurship, freshman design, and senior capstone projects, there&#39;s a demand to integrate design across students&#39; academic journey. The technical intensity of engineering curricula poses challenges in dedicating courses exclusively to design thinking or applying the design process. An alternative approach is to reimagine laboratory courses by incorporating engineering design.
This pilot study explored the integration of engineering design principles in a required 14-week &#39;engineering analysis and design&#39; laboratory course for second-year mechanical engineering students. The course combines lectures with hands-on laboratory sessions, covering topics such as gears, motors, dynamics, hydraulics, and engines. The course also introduces Ulrich and Eppinger&#39;s engineering design process and the ABET definition of engineering design to students, emphasizing open-ended problem-solving. The laboratory curriculum included two dissection labs, three Design-Build-Test (DBT) labs and a semester-long BeetleBot project, to provide practical exposure to mechanical engineering concepts. We sought to understand how engineering students drew connections between the lab content and engineering design, for the purpose of potentially updating the lab content. The course was assessed in Fall 2022 at the end of the semester through a voluntary, anonymous Google form survey that included questions about student impressions of the lab course. The survey recorded which labs were perceived by students as being most integrated with engineering design and which key aspects of engineering design (derived from the ABET definition) students felt were present in each lab. Results (n = 13) indicated that students perceived the BeetleBot project and DBT labs as the most integrated with engineering design, with the BeetleBot project being particularly well-regarded. Results suggested that engineering educators can leverage short-term DBT labs strategically to introduce design elements without the resource-intensive nature of semester-long projects. Despite the strengths, students felt that DBT labs lacked realistic constraints, suggesting an opportunity for improvement. Dissection labs received mixed feedback, indicating a need for intentional scaffolding to emphasize design aspects like creativity and iteration. Overall, the findings provide a foundation for future iterations and improvements as well as strategies for engineering educators seeking to enhance design integration in engineering laboratory courses.
AU - Deeksha Seth
AU - Robert P. Loweth
AU - James C. O'Brien
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Integrating Engineering Design in Laboratory Sessions for Second-Year Mechanical Engineering Students
UR - https://peer.asee.org/47653
DO - 10.18260/1-2--47653
ER -