Assessment of an Improved Problem-Based Learning Implementation in a Senior/Graduate Mechatronic Design Course

Mynderse, James A.; Shelton, Jeff

doi:10.18260/p.23596

Cited by 7 publications

(7 citation statements)

References 10 publications

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“…In 2019, results were positive but not as high as 2018. The positive results are in agreement with previous researchers who incorporated lecture and laboratory materials in project based learning to better motivate the students to learn the material [7]. • The labs were awesome.…”

Section: Assessmentsupporting

confidence: 90%

“Just in Time” Mechatronics in Senior Design Capstones

Rabb

Righter

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Section: Assessmentsupporting

confidence: 90%

“Just in Time” Mechatronics in Senior Design Capstones

Rabb

Righter

2020 ASEE Virtual Annual Conference Content Access Proceedings

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“…These courses span the curriculum and range from multidisciplinary Introduction to Engineering 3,4 to graduate level Mechatronic Systems. 5 Active learning requires students to discuss issues or work problems in the classroom, rather than listening passively to a lecture. If students informally assist one another in this process, the technique is collaborative learning.…”

Section: Introductionmentioning

confidence: 99%

Multi-course Problem-based Learning Module Spanning Across the Junior and Senior Mechanical Engineering Curriculum: Mechatronics, Fluid Mechanic, and Heat Transfer

Mynderse¹,

Gerhart²,

Liu³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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A previous teaching grant from the National Fluid Power Association provided senior mechanical engineering students a project to design and fabricate a fluid-powered gantry crane. During fabrication, assembly, and testing of the fluid-powered gantry crane, a number of areas for improvement of the student design were identified. Among these were the inclusion of a control system to limit load swing, redesign of the fluid distribution system, redesign to reduce binding between the trolley and crossbar, and heat sink design for cooling of the electrical system. Rather than fixing the deficiencies with a second senior design project, problem-based learning (PBL) exercises were developed to introduce more students to fluid power using the existing gantry crane. The PBL modules were implemented in junior and senior Mechanical Engineering courses including Mechatronics, Fluid Mechanics, and Heat Transfer. After the PBL activities, direct assessment with a common rubric was used to evaluate the quality of problem solutions and student surveys were used to qualitatively assess the effectiveness of the PBL experience. The assessment results indicate that the PBL activities contributed to student learning both on concepts introduced in class and on problem solving skills which required synthesis of material from class.

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“…At Lawrence Tech approximately 75% of the engineering curriculum, including mathematics and general education, is being modified to include ACL, PBL, and EML. These courses span the curriculum and range from multidisciplinary Introduction to Engineering [6,7] to junior level technical courses [8,9] to graduate level mechatronic design [10,11] .…”

Section: Introductionmentioning

confidence: 99%