Academic Journal
Work in Progress: Implementing Project-based Learning Into Sophomore Mechanics Course
| العنوان: | Work in Progress: Implementing Project-based Learning Into Sophomore Mechanics Course |
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| المؤلفون: | Casey Daniel Kidd, Ethan Clark Hilton |
| المصدر: | 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference |
| بيانات النشر: | ASEE Conferences |
| سنة النشر: | 2021 |
| المجموعة: | American Society for Engineering Education (ASEE): Papers on Engineering Education Repository (PEER) |
| الوصف: | Through the course of the freshmen and sophomore engineering series, the goal of the engineering curriculum is to lay the groundwork for the remainder of the students’ training. Through this coursework they are prepared for more advance upper-level courses, culminating in the senior capstone project. This gives them the opportunity to use all the resources provided to them up to this point. Traditionally, the curriculum primarily consists of lecture-based courses, with some hands-on work, mostly through demonstration. In recent years, the curriculum has started using more project-based courses. In these updated courses, the theory covered via lecture is merged with hands-on project work. This integrated approach is designed to not only give the students a foundation of the course theory, but to expand on that and give them practical, hands-on applications of that theory. Additionally, it gives the opportunity to learn skills in design, manufacturing, electronics, controls, and prototyping. Not only does this prepare them better for the capstone design project, it provides them with the crucial skills in communication and problem-solving that help better prepare them for employment after graduation. This study focuses on the sophomore-level statics and mechanics of materials course. Traditionally, this course was mainly taught using a problem-based pedagogy with the addition of a few basic labs and one project in the last few weeks of the course. In the last few years, some sections of this course used a team-based project where the students worked in small groups to systematically assemble and use a tensile testing device. With the current concerns surrounding the COVID-19 pandemic, the project was redesigned as a linear actuator. This modification results in a slightly simpler assembly and allows students to work individually so that social-distancing policies can be followed more easily, and allows students to work remotely if necessary. Like the previous project, this new design uses a frame of extruded ... |
| نوع الوثيقة: | text |
| وصف الملف: | application/pdf |
| اللغة: | unknown |
| DOI: | 10.18260/1-2--38170 |
| الاتاحة: | http://peer.asee.org/38170 https://doi.org/10.18260/1-2--38170 |
| Rights: | ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. |
| رقم الانضمام: | edsbas.3F6E13D6 |
| قاعدة البيانات: | BASE |
| DOI: | 10.18260/1-2--38170 |
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