Abstract:

Teaching design to engineering students presents challenges, as abstract and ambiguous principles often fail to resonate with students who are inclined towards applied mathematical subjects due to their preference for logic. Traditional didactic lectures are ill-suited to convey the hands-on, experiential learning required for design. Instead, a problem-based learning (PBL) approach, combined with a classroom setting, proves more effective. By engaging students in representative design briefs and encouraging active participation, PBL facilitates experiential learning, thereby enhancing their understanding and skill acquisition.

Recognising a gap in the provision of Design teaching for first-year mechanical engineering students, an entirely new module was developed and implemented in the academic year 2022/23. The module focused on immersive PBL experiences, with two dedicated project weeks integrated into a single Term. Aligned with the IMechE Design Challenge, a national competition, the module required students to complete real engineering design projects, including prototype construction and design communication through documentation and presentations.

This session will discuss the implementation of intensive project weeks, emphasising their industrial relevance and the benefits of involving industry professionals in assessment. Immediate feedback, a key component of this approach, motivates students and fosters a positive learning environment. Additionally, the session will address challenges in cultural change within the university setting.

Keywords:

Experiential learning, Design, Industry relevant.