Connected mechanical engineering curriculum through a fundamental learning integration platform

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dc.contributor.author Feldhausen, Thomas
dc.date.accessioned 2017-04-18T17:01:14Z
dc.date.available 2017-04-18T17:01:14Z
dc.date.issued 2017-05-01 en_US
dc.identifier.uri http://hdl.handle.net/2097/35415
dc.description.abstract To keep students engaged in the learning process, educational engineering institutions need to enhance their curricula. Courses within an undergraduate curriculum need to be connected in a way that is meaningful and promotes student engagement through hands-on learning. Courses are currently designed like silos of knowledge with no connection between them, yet, there needs to be a realistic and practical tie between them. Prior research that addresses course integration, hands-on learning and student engagement has guided the development of this thesis. Building on prior research, a Fundamental Learning Integration Platform (FLIP) has been developed that uses a physical object to integrate traditionally mechanical engineering taught courses with the use of a single ubiquitous object. This learning platform has three desired outcomes: 1) it connects the entire curriculum, 2) it creates a physical connection between theoretical and practical engineering concepts, and 3) it engages and includes every student in the learning process. After identifying research to guide the development of the FLIP as well as identifying courses in a mechanical engineering curriculum, a desktop steam engine was developed and is shown that it is applicable to each course. This physical object acts as the FLIP. Ultimately, it will create a physical connection between theoretical and practical engineering concepts while integrating courses together and actively engaging each student in the learning process. Utilizing the same assessment methods used in the identified research, higher retention rates, increased passing rates of the Fundamentals of Engineering exam, and increased student inclusion in the classroom are all desired measurables of the FLIP. The results of this research have provided a well-developed FLIP that utilizes a physical object to increase student engagement while integrating traditional mechanical engineering courses together. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Student engagement
dc.subject Curriculum integration
dc.subject Curriculum development
dc.subject Physical object
dc.subject Hands-on learning
dc.title Connected mechanical engineering curriculum through a fundamental learning integration platform en_US
dc.type Thesis en_US
dc.description.degree Master of Science en_US
dc.description.level Masters en_US
dc.description.department Department of Mechanical and Nuclear Engineering en_US
dc.description.advisor Bruce Babin en_US
dc.date.published 2017 en_US
dc.date.graduationmonth May en_US


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