Design Based Spiral Learning Curriculum

工程机械-（56）这个项目实施和评估一个独特的方法来教四个核心课程的机械工程低师课程。具体来说，使用主动，合作，设计项目为基础的学习方法被整合，以取代经常使用的讲座方法在许多必修课程。这些课程传统上涉及记忆制造技术，机器元件，仪表设备，数值方法和编程命令菜单中的许多条目，而大大减少了对如何在实际环境中应用材料的重视。该项目采用了压倒一切的“设计知识”的教学理念，通过强调基于模型的设计和产品实现的综合，强化，主动学习（螺旋）的方法，学生驱动的教学法的课程材料。因此，这种方法通过多个课程分配这些菜单项的教学，并通过在多个课程中的重复暴露将其教学整合到整个课程中。每门新课程都涉及一个主要的计算和二级物理重点以及相关的基于模型的设计项目，依次为：1）电子表格工具和笛卡尔粒子动力学，法拉第定律和弹性; 2）MATLAB®和旋转系统; 3）C++和流体动力学;以及4）数值方法和热科学。每个设计项目都需要在学期末的客户评估竞赛中对多种硬件和软件工具进行表征和应用。除了他们的主要和次要重点，这些课程有助于教授和强调专业问题和技能的重要性（例如，沟通，可持续性和道德）的背景下，工程设计决策过程。

Engineering Mechanical - (56)This project implements and evaluates a unique approach to teaching four core courses in the mechanical engineering lower division curriculum. Specifically, the use of active, co-operative, and design-project based learning approaches are integrated to replace the lecture method frequently used in many required courses. Such courses traditionally involve memorizing the many entries from menus of manufacturing techniques, machine elements, instrumentation devices, numerical methods and programming commands, with significantly reduced emphasis on how to apply the material in a practical context. This project utilizes an overriding "design as knowledge" teaching philosophy that presents the course materials through an emphasis on model-based design and product realization in a Student-driven Pedagogy of Integrated, Reinforced, Active Learning (SPIRAL) approach. Thus, this approach distributes the teaching of such menu items through multiple courses, and integrates their teaching throughout the curriculum via repetitive exposure in multiple courses. Each new course involves a primary computational and secondary physics emphasis and a related model-based design project, sequentially: 1) Spreadsheet tools and Cartesian particle dynamics, Faraday's laws, and elasticity; 2) MATLAB® and rotational systems; 3) C++ and fluid dynamics; and 4) numerical methods and thermal sciences. Each design project requires the characterization and application of multiple hardware and software tools in end-of-semester, customer-evaluated competitions. In addition to their primary and secondary emphases, these courses help to teach and emphasize the importance of professional concerns and skills (e.g., communications, sustainability, and ethics) in the context of the engineering design decision-making process.