Enhancing the Teaching of Machine Design by Creating a Basic Hands-On Environment with Mechanical ‘breadboards’

Abstract

The pendulum of engineering education is swinging from an emphasis on theoretical material to a balance between theory and hands-on activities. This transformation is motivated, in part, by the different experiential background of students presently entering engineering programs in comparison with their predecessors. Instead of a tinkering background with the dissection of machines and use of tools (which was previously common for students), students are now entering with a background in computing, video games, and other ‘virtual’ experiences. This focus has left a void in the ability to relate engineering principles to real-world devices and applications. Another void is also apparent in the variety of students' learning styles. Our course presentation should accommodate these different styles. In this paper, we introduce a new approach for filling these voids in a mechanical engineering curriculum. Through the application of ‘mechanical breadboards’, clear relationships between machine design principles and the reality of machine components are established. The introduction of hands-on devices also provides a foundation for teaching to the full spectrum of learning styles. We have seen a dramatic increase in student motivation (as measured by student course evaluations) and a tremendous increase in students' ability to apply machine design concepts in subsequent design courses. Faculty have reported an initial increase in preparation workload, but have also indicated that the course is much more effective at meeting its stated objectives.