Interactive learning using a SPIRAL approach in a large required first-year mechanical engineering class

Abstract

The use of active learning is being implemented in a large, required first-year Mechanical Engineering two-course sequence that is part of a larger curricular sequence that implements a Student-driven Pedagogy of Integrated, Reinforced, Active Learning (SPIRAL) approach to learning. The educational gains that are possible from active learning are difficult to realize in courses with large enrollments and students with widely varying backgrounds, especially in these financially difficult times in large public universities. To overcome these difficulties we have begun using advances in communication technology, computer aided engineering (CAE) software, Computer Automated Manufacturing (CAM), and rapid prototyping tools to increase the amount of "hands on" interactive learning in our new sequence of two, large, required, first-year courses. Specifically, we are experimenting with: classroom student response systems ("clickers") to enhance small group interactive discussions and peer-based learning; CAE/CAM software and rapid prototyping technology to allow students to design and manufacture sophisticated components without overwhelming our machine shop resources; in-class demonstrations of engineering principles with oversized components and associated interactive student team discussions and clicker responses; inverting the lecture/homework paradigm by providing lectures on YouTube and using in-class activities to work on homework/example problems in small groups in class; elimination of some textbooks when lecture material can suffice in order to save the students money; hands-on laboratory experiments using inexpensive, mass-produced components made using the same rapid prototyping tools available to the students; and the use of semester- or year-long design projects integrated with the course material and constructed within stringent budget restrictions. © American Society for Engineering Education, 2010.