Redesign of a Machine Design Course Sequence to Align with Current Industry and Pedagogical Practices

Adam Wickenheiser; Jenni Buckley; Amy Trauth; Marcia Gail Headley

Download Paper | Permalink

Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Mechanical Engineering: Design and Labs
Page Count: 17
DOI: 10.18260/1-2--41386
Permanent URL: https://peer.asee.org/41386
Download Count: 463

Paper Authors

biography

Adam Wickenheiser University of Delaware

visit author page

Dr. Wickenheiser is an associate professor of Mechanical Engineering at the University of Delaware. He received his BS degree in Mechanical Engineering (2002), MS (2006), and PhD (2008) degrees in Aerospace Engineering from Cornell University, where his work focused on morphing aircraft dynamics and trajectory optimization. His research interests are in the areas of bio-inspired aircraft and control architectures, adaptive structures, smart materials, fluid-structure interactions, and energy harvesting. He teaches courses in design, control systems, and mechatronics at the University of Delaware. He also works on developing just-in-time resources to promote skill confidence and creativity in student design projects.

visit author page

biography

Jenni Buckley University of Delaware

visit author page

Jenni M. Buckley is an Associate Professor of Mechanical Engineering at University of Delaware (UD). She has over 10 years of engineering experience in medical device design and biomechanical evaluation and has research interests in human factors design, medical device development, and equity and inclusion issues in engineering education. She teaches a range of courses across the mechanical engineering curriculum, including CAD, mechanics, and capstone design; and she is the Co-Director of the UD Mechanical Engineering MakerSpace, The Design Studio. She is the Co-Founder and President of The Perry Initiative, a non-profit organization dedicated to diversifying the pipeline in engineering and medicine through hands-on learning.

visit author page

author page

Amy Trauth University of Delaware

biography

Marcia Gail Headley University of Delaware

visit author page

Dr. Headley is a Data Scientist at the Center for Research in Education and Social Policy (CRESP) at the University of Delaware. She specializes in the development of mixed methods research designs and strategies for integrating quantitative and qualitative research approaches. Her work has been published in the Journal of Mixed Method Research. In her current role, she uses her methodological expertise to support a variety of CRESP projects. Dr. Headley is devoted to designing effective research studies with the potential to generate well-justified answers to complex questions about how students learn given variations in their health, homes, classrooms, and schools.

visit author page

Download Paper | Permalink

Abstract

As a core course in any accredited mechanical engineering undergraduate program, “Machine Design” is frequently relied upon to meet an oversized load of learning objectives that range from reinforcement of classical mechanics principles to empirical design of specific machine components, advanced CAD modeling, and project management. In addition to the sheer volume and breadth of expected learning objectives for the course, Machine Design is challenged by a lack of consensus among engineering educators as to the conceptual approach to the core technical content and the pedagogical techniques used to balance theory versus practice of machine design. The most widely used Machine Design textbooks heavily emphasize classical mechanics and closed-form solutions to kinematics and failure analysis problems that are now addressed in professional practice using CAD-based simulations. There is a general consensus that theoretical content in Machine Design should be supplemented with application to design of machine components or systems. However, there is a wide range of pedagogical strategies for doing so including “design vignettes,” machine dissection exercises, and semester-long team-based design projects that culminate in a “paper design” or physical prototype.

In this paper, we describe the substantive and systematic redesign of a Machine Design course sequence in order to better align: (a) the course learning objectives with standards of practice in the Mechanical Engineering profession; and (b) the pedagogical approach with theoretically grounded instructional practices in STEM education. For the latter, the course redesign was centered on principles of Situated Learning within a Community of Practice (e.g., practicing engineers in manufacturing industry) and thoughtfully structured course deliverables and experiences that provided all students with a Mastery Experience and coaching on Task Choice during team-based experiences. We hypothesize that student performance, self-efficacy, and career preparedness will improve as a result of this redesign of course learning objectives and pedagogical approach. These outcomes will be measured through a comparative and thematic analysis of student performance measures and feedback collected before and after the redesign.

In addition to the retrospective evaluation, this paper presents a detailed description of the course redesign process as well as the initial (historical) and final course elements. The setting for this study is a mid-sized public institution in the United States with an ABET-accredited undergraduate program in Mechanical Engineering where Machine Design is taught as a 2-course sequence in the junior year. Historically, the two semesters of the course were largely disconnected, with only the second course involving any applied work via team-based design projects. These projects had a unique scope for each team that varied from year-to-year, and the conceptual and technical work for the project was not tightly integrated with broader course learning objectives. Over a one-year period (AY 2021-2022), the course sequence was overhauled with input from a range of stakeholders, including past and current faculty instructors, current students and recent alumni, and practicing engineers from local manufacturing firms. Stakeholders provided input on prioritization of learning objectives, use of current technologies (e.g., microcontrollers, CAD/CAM), and scope and structure of a substantive team-based design project. The redesigned course sequence features tightly coordinated learning objectives and a single project that spans both semesters. The project involves the design, manufacture, and performance validation of an autonomous pill bottle fill machine. The project scope and deliverables are consistent across all teams, closely aligned with lecture topics, and scaffolded with individual and team-based activities. Student outcomes and feedback from this redesign are extremely positive, and the framework presented in this paper for overhauling this core course may be beneficial to peer institutions looking to ensure that their graduates are industry-ready.

Citation
Format

Wickenheiser, A., & Buckley, J., & Trauth, A., & Headley, M. G. (2022, August), Redesign of a Machine Design Course Sequence to Align with Current Industry and Pedagogical Practices Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41386

TY  - CPAPER
AB  - As a core course in any accredited mechanical engineering undergraduate program, “Machine Design” is frequently relied upon to meet an oversized load of learning objectives that range from reinforcement of classical mechanics principles to empirical design of specific machine components, advanced CAD modeling, and project management.  In addition to the sheer volume and breadth of expected learning objectives for the course, Machine Design is challenged by a lack of consensus among engineering educators as to the conceptual approach to the core technical content and the pedagogical techniques used to balance theory versus practice of machine design.  The most widely used Machine Design textbooks heavily emphasize classical mechanics and closed-form solutions to kinematics and failure analysis problems that are now addressed in professional practice using CAD-based simulations.  There is a general consensus that theoretical content in Machine Design should be supplemented with application to design of machine components or systems.  However, there is a wide range of pedagogical strategies for doing so including “design vignettes,” machine dissection exercises, and semester-long team-based design projects that culminate in a “paper design” or physical prototype.

In this paper, we describe the substantive and systematic redesign of a Machine Design course sequence in order to better align: (a) the course learning objectives with standards of practice in the Mechanical Engineering profession; and (b) the pedagogical approach with theoretically grounded instructional practices in STEM education.  For the latter, the course redesign was centered on principles of Situated Learning within a Community of Practice (e.g., practicing engineers in manufacturing industry) and thoughtfully structured course deliverables and experiences that provided all students with a Mastery Experience and coaching on Task Choice during team-based experiences.  We hypothesize that student performance, self-efficacy, and career preparedness will improve as a result of this redesign of course learning objectives and pedagogical approach.  These outcomes will be measured through a comparative and thematic analysis of student performance measures and feedback collected before and after the redesign.

In addition to the retrospective evaluation, this paper presents a detailed description of the course redesign process as well as the initial (historical) and final course elements.  The setting for this study is a mid-sized public institution in the United States with an ABET-accredited undergraduate program in Mechanical Engineering where Machine Design is taught as a 2-course sequence in the junior year.  Historically, the two semesters of the course were largely disconnected, with only the second course involving any applied work via team-based design projects.  These projects had a unique scope for each team that varied from year-to-year, and the conceptual and technical work for the project was not tightly integrated with broader course learning objectives.  Over a one-year period (AY 2021-2022), the course sequence was overhauled with input from a range of stakeholders, including past and current faculty instructors, current students and recent alumni, and practicing engineers from local manufacturing firms. Stakeholders provided input on prioritization of learning objectives, use of current technologies (e.g., microcontrollers, CAD/CAM), and scope and structure of a substantive team-based design project.  The redesigned course sequence features tightly coordinated learning objectives and a single project that spans both semesters.  The project involves the design, manufacture, and performance validation of an autonomous pill bottle fill machine.  The project scope and deliverables are consistent across all teams, closely aligned with lecture topics, and scaffolded with individual and team-based activities.  Student outcomes and feedback from this redesign are extremely positive, and the framework presented in this paper for overhauling this core course may be beneficial to peer institutions looking to ensure that their graduates are industry-ready.
AU  - Adam Wickenheiser
AU  - Jenni Buckley
AU  - Amy Trauth
AU  - Marcia Gail Headley
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Redesign of a Machine Design Course Sequence to Align with Current Industry and Pedagogical Practices
UR  - https://peer.asee.org/41386
DO  - 10.18260/1-2--41386
ER  -