Incorporating Open Ended Projects Into A Machine Elements Course

Abstract

Introduction Mechanical engineering students typically take a "Fundamentals of Machine Elements" course in their third year of study. For the last several years, students at the University of Texas at Austin take a redesigned course that combines hands-on projects within a traditional classroom format of homeworks, tests, and lectures. Integrating projects into the curriculum is part of a larger, multi-faceted departmental effort called PROCEED (PROject CEntered EDucation) 1 , which actively promotes projects across the mechanical engineering undergraduate curriculum. PROCEED encourages instruction that integrates course projects in order to advance active, socially constructed learning that draws upon a student's knowledge of theory and principles. That is, students in PROCEED-based courses are going beyond note taking, homework and testing by doing hands-on activities and thinking about what they are doing.

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

“…This study builds on the existing engineering education literature, specifically as it relates to middle years curriculum and team-and project-based learning. Substantive, open-ended design projects are frequently used in middle years Machine Design courses [2,8,9]; however, few of the prior studies have presented a framework for restructuring existing curricula while simultaneously satisfying accreditation expectations [24] and meeting the need for industryready skills. Built into the redesigned course were well-established pedagogical practices related to team-based learning, specifically, the use of scaffolded assignments, regular peer evaluations, and frequent opportunities for individual and team-based skills mastery and self-reflection.…”

“…There is a general consensus that theoretical content in Machine Design should be supplemented with application to design of machine components or systems [3,6]. However, there is a wide range of pedagogical strategies for doing so, including various embedded active learning exercises such as machine dissections [7] and mini-projects [3,6], as well as semester-long team-based design projects that culminate in a "paper design" or physical prototype [2,8,9]. Substantive, open-ended design projects are frequently used in middle years Machine Design courses [2,8,9], and there is an entire body of educational research to support and guide this practice.…”

“…However, there is a wide range of pedagogical strategies for doing so, including various embedded active learning exercises such as machine dissections [7] and mini-projects [3,6], as well as semester-long team-based design projects that culminate in a "paper design" or physical prototype [2,8,9]. Substantive, open-ended design projects are frequently used in middle years Machine Design courses [2,8,9], and there is an entire body of educational research to support and guide this practice. First, middle years design experiences are an opportunity to orient students towards more technically and logistically complex project scopes that serve real-world clients.…”

Promoting Individuals’ Teamsmanship and Goal Achievement while Working on Team Design Projects

“…"Machine Design" is typically a one or two semester course sequence, usually occurring in the junior year, that builds upon the fundamentals taught in Statics, Dynamics, and Solid Mechanics while also serving as preparation for Senior/Capstone Engineering Design experiences [17,18,19]. Thus, these courses provide a key stepping stone from a more structured learning environment to a more open-ended workplace-like environment that serves as a culmination of students' undergraduate engineering programs.…”