What Did I Really Learn in My Mechatronics Class? The Challenge Line Problem Revisited

What Did I Really Learn in My Mechatronics Class? The Challenge Line Problem Revisited

B. Surgenor, K. Firth (2010).  What Did I Really Learn in My Mechatronics Class? The Challenge Line Problem Revisited. 10.

 

Experience gained from a course in Mechatronics Engineering is used to illustrate an approach to the Challenge Line Problem, a problem that is a key pedagogical issue underlying most engineering courses. The issue is how to define and subsequently position an engineering problem between one extreme of a highly constrained, clearly defined problem, and the opposite extreme of an open ended problem with multiple, or perhaps nonexistent, solutions.

After several years of experience, it is believed that a course has been established that uses a process of active learning as it moves in stages from being highly constrained to being open ended. This progression along the Challenge Line works to provide the students with a rewarding and stimulating experience in engineering problem solving, in the context of a course that combines elements of computer, electrical and mechanical engineering.

 

Authors (New): 
Brian Surgenor
Kevin Firth
Pages: 
10
Affiliations: 
Queen’s University, Kingston, Canada
ASK Science, Kingston, Ontario, Canada
Keywords: 
Mechatronics engineering
Active learning
Problem solving
team project
Course design
Year: 
2010
Reference: 
Surgenor, B.W., Firth, K. and Wild, P.M., “An Approach to the Challenge Line Problem in a Mechatronics Engineering Course”, in World Innovations in Engineering Education and Research, W. Aung, R. King, J. Moscinski, S.H. Ou and L. Ruiz (eds), iNEER Begell House Publishing, 2005, pp. 159-168. : 
Goff, R.M., "The Art of Creating an Active Learning Environment", ASEE Annual Conference Proceedings, Session 2793, Montreal, Canada, 2002. : 
Goodhew, P.J. and Bullough, T.J., “Active Learning in Materials Science and Engineering”, 1st Annual CDIO Conference, Queen’s University, Kingston, Canada, 2005. : 
Esche, S.K. and Hadim, H.A., "Introduction of Project-based Learning into Mechanical Engineering Courses", ASEE Annual Conference Proceedings, Session 2366, Montreal, Canada, 2002. : 
Frey, D.D., Smith, M. and Bellinger, S., “Using Hands-On Design Challenges in a Product Development Master’s Degree Program”, Journal of Engineering Education, No. 10, 2000, pp. 487- 490. : 
Wild, P.M., Surgenor, B.W. and Zak, G., “The Mechatronics Laboratory Experience”, Journal of Mechatronics, Vol. 12, No. 2, 2002, pp. 207-215. : 
Weinberg, J.G. and Yu, X., “Robotics in Education: Low-Cost Platforms for Teaching Integrated Systems”, IEEE Robotics & Automation Magazine, June, 2003, pp. 4-6. : 
Greenwald, L. and Kopena, J., “Mobile Robot Labs”, IEEE Robotics & Automation Magazine, June, 2003, pp. 25-32. : 
Surgenor, B.W., Firth, K. and Daoust, T; “Mobile Robot Competitions in the Classroom: Experience within a Course in Mechatronics”, 10th International Workshop on Research and Education in Mechatronics, Sept 10 to 11, Glasgow, UK, 2009. : 
Frye, E., Engineering Problem Solving for Mathematics, Science, and Technology Education, Dartmouth College, Hanover, NH, 1997. : 
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