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Teaching and Learning Experiences of an Integrated Mechanism and Machine Design Course

Raghu Echempati, Arnaldo Mazzei

Kettering University Mechanical Engineering Department 1700 West Third Av Flint, MI 48504 USA

Abstract

The objective of this paper is to discuss some of the issues concerning the teaching and learning experiences of an integrated mechanical assemblies and mechanical engineering design course taught at Kettering University. The integration into one discipline of subjects, which are otherwise commonly taught as separate courses, is also discussed. A course entitled “Analysis and Design of Machines and Mechanical Assemblies” is used as an example. Course objectives and learning outcomes are included along with an example course outline. While the two-course integration into a single one can pose some challenging issues with respect to the pre-requisites needed by the students, it provides a great opportunity to bring out new teaching materials conducive to active learning. The course is designed in such a way that the students are required to complete regular homework, class work and carry out simulation exercises using CAE tools. An example student project will be presented and the learning outcomes discussed.

Introduction

Many universities currently teach kinematics and dynamics of machinery and machine design as two separate courses with some schools still teaching these as three separate courses. However, due to the recent ABET requirements and other curriculum issues, many universities are considering to integrate these courses into a single one. In fact, a common recent trend [1] is to teach an integrated course, which includes concepts of statics and basic solid mechanics. Other examples include the integration of technical drawing and solid modeling, dynamics and introductory vibrations, finite element analysis (FEA) and machine component design and system dynamics and controls. Due to a recent curriculum reform at Kettering University (KU), the number of credits for graduation was reduced from 180 to 160 credits. A careful and systematic approach has been taken by the mechanical engineering department at KU to maintain the quality of education of the graduating students while reducing the total number of credits to graduate. This effort took more than two years and the details of such (horizontal and vertical) integration of basic courses were carried out with help from faculty belonging to the Science and Mathematics department. This has been by far the toughest task undertaken by the curriculum

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education

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Echempati, R., & Mazzei, A. (2002, June), Teaching And Learning Experiences Of An Integrated Mechanism And Machine Design Course Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10280