Incorporating Research into Undergraduate Design Courses: A Patent-centered Approach

Dirk Schaefer, Jitesh H. Panchal

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

It is well known and widely accepted that the integration of research and teaching in a problem-based educational setting helps to foster deep learning among students. In this paper, we describe how a patent n a rotary diesel engine, which had failed to work in practice, was used to link undergraduate research and teaching activities by orchestrating two design courses around this
patent. Learning outcomes, course goals, content as well as assignments and projects were defined based on constructive alignment. Students’ performance was assessed using so-called assessment rubrics, based on Bloom’s taxonomy, which were specifically developed for both courses. After introducing the educational framework for this approach to enhancing student learning, we explain how both courses were designed and delivered in order to meet the higher-level educational outcomes envisaged. The paper closes with an overview of both our experiences and those of our students.
Original languageEnglish
Pages (from-to)98-110
JournalInternational Journal of Mechanical Engineering Education
Volume37
Issue number2
DOIs
Publication statusPublished - 2009

Fingerprint

patent
Students
Teaching
student
Rotary engines
learning
educational setting
Taxonomies
taxonomy
Diesel engines
performance
experience

Keywords

  • Machine design
  • computer-aided design
  • problem-based learning
  • undergraduate research
  • Patents

Cite this

Incorporating Research into Undergraduate Design Courses: A Patent-centered Approach. / Schaefer, Dirk; Panchal, Jitesh H.

In: International Journal of Mechanical Engineering Education, Vol. 37, No. 2, 2009, p. 98-110.

Research output: Contribution to journalArticle

@article{bf9acd98535f4b5fb429c87f85a2ed78,
title = "Incorporating Research into Undergraduate Design Courses: A Patent-centered Approach",
abstract = "It is well known and widely accepted that the integration of research and teaching in a problem-based educational setting helps to foster deep learning among students. In this paper, we describe how a patent n a rotary diesel engine, which had failed to work in practice, was used to link undergraduate research and teaching activities by orchestrating two design courses around thispatent. Learning outcomes, course goals, content as well as assignments and projects were defined based on constructive alignment. Students’ performance was assessed using so-called assessment rubrics, based on Bloom’s taxonomy, which were specifically developed for both courses. After introducing the educational framework for this approach to enhancing student learning, we explain how both courses were designed and delivered in order to meet the higher-level educational outcomes envisaged. The paper closes with an overview of both our experiences and those of our students.",
keywords = "Machine design, computer-aided design, problem-based learning, undergraduate research, Patents",
author = "Dirk Schaefer and Panchal, {Jitesh H.}",
year = "2009",
doi = "10.7227/IJMEE.37.2.2",
language = "English",
volume = "37",
pages = "98--110",
journal = "International Journal of Mechanical Engineering Education",
issn = "0306-4190",
publisher = "Manchester University Press",
number = "2",

}

TY - JOUR

T1 - Incorporating Research into Undergraduate Design Courses: A Patent-centered Approach

AU - Schaefer, Dirk

AU - Panchal, Jitesh H.

PY - 2009

Y1 - 2009

N2 - It is well known and widely accepted that the integration of research and teaching in a problem-based educational setting helps to foster deep learning among students. In this paper, we describe how a patent n a rotary diesel engine, which had failed to work in practice, was used to link undergraduate research and teaching activities by orchestrating two design courses around thispatent. Learning outcomes, course goals, content as well as assignments and projects were defined based on constructive alignment. Students’ performance was assessed using so-called assessment rubrics, based on Bloom’s taxonomy, which were specifically developed for both courses. After introducing the educational framework for this approach to enhancing student learning, we explain how both courses were designed and delivered in order to meet the higher-level educational outcomes envisaged. The paper closes with an overview of both our experiences and those of our students.

AB - It is well known and widely accepted that the integration of research and teaching in a problem-based educational setting helps to foster deep learning among students. In this paper, we describe how a patent n a rotary diesel engine, which had failed to work in practice, was used to link undergraduate research and teaching activities by orchestrating two design courses around thispatent. Learning outcomes, course goals, content as well as assignments and projects were defined based on constructive alignment. Students’ performance was assessed using so-called assessment rubrics, based on Bloom’s taxonomy, which were specifically developed for both courses. After introducing the educational framework for this approach to enhancing student learning, we explain how both courses were designed and delivered in order to meet the higher-level educational outcomes envisaged. The paper closes with an overview of both our experiences and those of our students.

KW - Machine design

KW - computer-aided design

KW - problem-based learning

KW - undergraduate research

KW - Patents

UR - http://dx.doi.org/10.7227/IJMEE.37.2.2

U2 - 10.7227/IJMEE.37.2.2

DO - 10.7227/IJMEE.37.2.2

M3 - Article

VL - 37

SP - 98

EP - 110

JO - International Journal of Mechanical Engineering Education

JF - International Journal of Mechanical Engineering Education

SN - 0306-4190

IS - 2

ER -