Transitioning Students from Analysis to Design with an Active Incremental Learning Approach

In a typical mechanical engineering technology curriculum, a mechanical design course is preceded by physics, mechanics, and mechanics of materials courses that focus on developing students’ analytical skills. While strong analytical skills are required in mechanical design, the open-ended nature of design problems often prevents students from making a smooth transition. Students are used to problems with a unique, standard solution. Introducing the concept of multiple unknown parameters that lead to plurality of design solutions can be a challenging task. Given the critical need in developing students’ competence and confidence in design, an effective approach to guiding students to transition from analysis to design thinking is of significant interest. The present work examines the effects of active learning activities on students’ progression in applying their analytical skills to solve design problems. In the beginning of the semester, a survey is first conducted to evaluate students’ aptitude for design with questions such as if they are comfortable dealing with problems that has no standard solution and if they enjoy creative activities involving synthesis. The survey gives an indication regarding the level of readiness for students to tackle mechanical design problems. Through the semester, in-class exercises, quizzes, and homework assignments are given in the formats of both analysis and design. Students are initially given the freedom of selecting the types of problems they prefer, and then are encouraged to work on design problems as the semester progresses. The transition is characterized by the types of the problems the students select and the performance of the students in design problems. A final exam consisting of only design problems and a summative survey, similar to the initial survey, are administrated at the end of the semester. This paper presents the methodology of the study, the survey questionnaires, the design course outline, and examples of the analysis and design problems. Data comprising students’ initial survey response, selection of problem types and the competence with the design skills are reported.