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

机译：使其成为现实：第一年工程项目的重新设计

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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：这份“实践研究”在进行中的论文在贝伦德学院宾夕法尼亚州伊利分校的“工程设计概论”课程中介绍了分配给一年级学生的项目的开发和初步实施。传统上，学生通过仅设计的项目来了解工程设计过程，例如重新设计电动牙刷或为可再生能源供电的水井选择组件。尽管这些项目是动手的，但其中不包括让学生将设计概念转化为有形产品的学生。在2017年秋季，该课程介绍了一个使用Arduino套件的新项目。要求学生建造一条具有自己设计的底盘的生产线跟随机器人汽车，只要该汽车将电线和电路板保持在内部即可。在设计机器人汽车时，学生们草拟了设计概念，选择了最佳概念，并使用低保真度材料创建了Beta原型。一旦有了有效的底盘，学生就可以在Autodesk Inventor中创建底盘，并通过3D打印和激光切割实现底盘的最终设计。要衡量新的动手项目是否对学生的学习产生影响，要求学生报告哪些情况。他们在教学活动中学习得最好，以及如何将工程设计与项目之前和之后的现实生活联系起来。我们发现，在完成机器人汽车项目后，学生变得越来越不喜欢基于讲授的说明。相反，他们已经倾向于自己确定解决方案。学生们对开放式设计项目和构建原型的实践经验表示高度赞赏。与首次进行的任何项目一样，机器人汽车设计项目也遇到了一些技术难题。尽管如此，学生们报告说，这个动手项目很有趣而且很有意义，现在他们对市场上每种产品背后的工程设计过程有了更深入的了解。本文详细讨论了学生设计项目，包括基于学生调查和教职员工观察得出的项目结果，以及在其他学校进行改进和实施的建议。

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