Design Based Spiral Learning Curriculum

工程机械-(56)这个项目实施并评估了一种独特的方法来教授机械工程低级课程中的四门核心课程。具体来说，结合使用主动、合作和基于设计项目的学习方法，以取代在许多必修课中经常使用的讲授方法。此类课程传统上涉及记忆制造技术、机械元件、仪器设备、数值方法和编程命令菜单中的许多条目，而对如何将材料应用于实际环境的重视程度大大降低。该项目采用“设计即知识”的教学理念，通过强调以模型为基础的设计和以学生为主导的综合、强化、主动学习(螺旋)方法的产品实现来呈现课程材料。因此，这种方法通过多门课程来分配这些菜单项的教学，并通过在多门课程中重复暴露来将它们的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次要物理重点，以及一个相关的基于模型的设计项目，依次是：1)电子表格工具和笛卡尔粒子动力学、法拉第定律和弹性力学；2)MATLAB®和旋转系统；3)C语言和流体动力学；以及4)数值方法和热科学。每个设计项目都需要在学期末由客户评估的竞赛中对多种硬件和软件工具进行表征和应用。除了主要和次要的重点外，这些课程还有助于在工程设计决策过程中教授和强调专业关注和技能(例如，沟通、可持续性和伦理)的重要性。

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.