Integration of K-12 outreach with design projects in an introductory mechanical engineering course
Bailey, T.L.
Tung, A.T.
Pruitt, B.L.
Dept. of Mechanical & Electr. Eng., Stanford Univ., CA;
This paper appears in: Frontiers in Education, 2005. FIE '05. Proceedings 35th Annual Conference
Publication Date: 19-22 Oct. 2005
On page(s): F4F-1
Location: Indianopolis, IN,
ISBN: 0-7803-9077-6
INSPEC Accession Number: 9053033
Digital Object Identifier: 10.1109/FIE.2005.1612145
Current Version Published: 2006-04-03
Abstract
The design project in a required undergraduate course in Mechanical Engineering at Stanford University was updated with components of K-12 outreach. Academic goals included improving technical communication; developing analysis and critical thinking; experiencing team dynamics and the design process; and expanding expertise in materials related to the course. Side benefits of the K-12 interactions included learning through communication of concepts to the community and increased student awareness of service-learning in engineering. Student teams researched topics, wrote papers, and designed hands-on demonstrations for an engineering open house. The audience included the Stanford community and approximately fifty 7th graders and parents from a small, local pilot school charged with retaining girls' interest in science and math. Although the K-12 interactions were deemed a success from community partner surveys, reactions from the engineering students were mixed
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