PIVOT FOR THE PANDEMIC: COMPARISON OF TOY AND SCIENCE DEMO DESIGN PROJECTS IN A FIRST YEAR MECHANICAL ENGINEERING COURSE

Abstract

The first year course, “ME 100: Introduction to Mechanical Engineering Practice, 1”, was redesignedfor the Fall 2017-2019 offerings. The goals of the redesign were to include: a major design project, opportunities for individual communication assessments, and opportunities for development of professional skills. A toy design project was piloted in Fall 2017 as a unifying course theme. In thisproject, industrial partners come to discuss the engineering and design that happens in the toy industry. They also help critique student work as they design a toy of their choosing. With the impacts of COVID 19 the decision was made to pivot to a challenge to design new classroomphysics demonstrations. The course redesign has generally been successful. Both projects have been well received by students, faculty, and industry partners, with students reporting on an end-of-term survey that it was engaging and doable, and that it helped develop their confidence andunderstanding of design, and mechanical engineering. The demo project was generally slightly better received, with 2-8% more students agreeing to statements about the usefulness and appeal of the project. Both projects, the toy project especially, serve as a vehicle to discuss differentaspects of design and professionalism. Challenges exist with giving students guidance at the start and throughout the project to ensure that all student teams have suitably scoped projects. There is also the challenge of helping students develop a design mindset, as several groups struggle with performing the justified decision making necessary to actual design a toy.