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Making it for real: Redesign of a First-Year Engineering Project

机译：使它成为真实的：重新设计了一年的工程项目

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This Research to Practice work-in-progress paper presents the development and initial implementation of a project assigned to first-year students in an Introduction to Engineering Design course at Penn State Erie, the Behrend College. Traditionally, students learn about the engineering design process through design-only projects such as redesigning an electric toothbrush or selecting components for a renewable-energy powered water well. Although these projects were hands-on, they did not include students converting the design concept to a tangible product. In fall 2017, a new project using Arduino kits was introduced to the course. Students were asked to build a line-following robot car with a chassis of their own design as long as it kept the wires and circuit board inside. In designing the robot car, students sketched design concepts, selected the best one, and used low-fidelity materials to create beta prototypes. Once they had a working chassis, students created it in Autodesk Inventor and realized the final design of the chassis through 3D printing and laser cutting.To measure if the new hands-on project has an impact on student learning, students were asked to report which instructional activity they learn best from and how they relate engineering design to real life before and after the project. We found that at the completion of the robot car project, students became less in favor of lecture-based instructions. Rather, they have developed a preference in figuring out the solutions on their own. Students highly appreciated the open-ended design project and the hands-on experience of building a prototype.As with any project carried out for the first time, the robot car design project ran into some technical difficulties. Nonetheless, students reported that this hands-on project is fun and rewarding, and they now have a much deeper understanding of the engineering design process behind every product in the market. This paper discusses the student design project in detail, including the results of the project based off of student surveys and faculty observations, and suggestions for improvement and implementation at other schools.
机译：该研究练习职业论文介绍了代表彭恩登大学宾夕法尼亚州埃里工程设计课程介绍的一年学生的开发和初步实施。传统上，学生通过仅限设计项目，例如重新设计电动牙刷或选择可再生能源供水的组件，了解工程设计过程。虽然这些项目是动手的，但他们不包括将设计理念转换为有形产品的学生。在2017年秋季，介绍了使用Arduino Kits的新项目。要求学生使用自己设计的底盘构建一个线路后机器人车，只要它在内部保持电线和电路板。在设计机器人车时，学生速写设计概念，选择了最好的设计概念，并使用了低保性材料来创建测试版原型。一旦他们有一个工作机箱，学生就在Autodesk Inventor中创建了它，并通过3D打印和激光切割实现了机箱的最终设计。衡量新的动手项目对学生学习的影响，提出学生报告他们从项目前后将工程设计与现实生活中最佳地学习最佳的教学活动。我们发现在机器人汽车项目的完成时，学生们对基于讲座的指示较少。相反，他们已经开发了偏好，以弄清楚自己的解决方案。学生高度赞赏开放式设计项目和建立原型的实践经验。通过首次开展的任何项目，机器人汽车设计项目耗资一些技术困难。尽管如此，学生报告说，这种实践项目很有趣和奖励，现在他们对市场上每个产品背后的工程设计过程有更深刻的了解。本文详细讨论了学生设计项目，包括基于学生调查和教师观察的项目的结果，以及在其他学校的改进和实施建议。

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