Can student questions help in assessing inductive techniques in mechanical engineering design classes?

Abstract

The paper discusses two different challenges, presented in the form of two projects, as a part of the Introduction to Mechanical Design class at California State University Fullerton, using inductive techniques. The students take the theoretical ideas of mechanical design and implement them with moderate guidance for the first project and limited faculty involvement in the second project. We use techniques to uncover what the students are asking themselves as they try to solve each challenge, in order to asses the approach and get ideas for possible enhancement. Based on these questions, the main project objectives: critical thinking, responsibility for students' own learning and intellectual growth, are discussed. The approach itself is tested, based on two main criteria: students' success in learning new tasks and in transferring skills to tasks of greater difficulty. ©American Society for Engineering education, 2013.