Motivating Design and Analysis Skills Acquisition with the Infusion of Adapted Physical Activity Projects throughout a Mechanical Engineering Curriculum
- Conference
- Location
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Vancouver, BC
- Publication Date
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June 26, 2011
- Start Date
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June 26, 2011
- End Date
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June 29, 2011
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Mechanical Engineering
- Page Count
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21
- Page Numbers
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22.1079.1 - 22.1079.21
- DOI
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10.18260/1-2--18858
- Permanent URL
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https://strategy.asee.org/18858
- Download Count
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460
Paper Authors
James M. Widmann California Polytechnic State University, San Luis Obispo
Jim Widmann is a Professor of Mechanical Engineering at California Polytechnic State University, San Luis Obispo and currently the Chair and the ASEE-DEED Division. He received his Ph.D. in 1994 from Stanford University. He teaches mechanics and design courses and conducts research in the areas of design optimization, machine design, fluid power control and engineering education.
Brian P. Self California Polytechnic State University, San Luis Obispo
Brian Self is a Professor in the Mechanical Engineering Department at California Polytechnic State University in San Luis Obispo. Prior to joining the faculty at Cal Poly in 2006, he taught for seven years at the U.S. Air Force Academy and worked for four years in the Air Force Research Laboratories. Research interests include active learning and engineering education, spatial disorientation, rehabilitation engineering, sports biomechanics, and aerospace physiology. He worked on a team that developed the Dynamics Concept Inventory and is currently collaborating on a grant to develop and assess Model Eliciting Activities in engineering. Brian was the 2008 - 2010 ASEE Zone IV Chair and serves as Cal Poly’s ASEE Campus Representative.
Lynne A. Slivovsky California Polytechnic State University, San Luis Obispo
Lynne A. Slivovsky, Associate Professor of Electrical and Computer Engineering (Ph.D., Purdue University, 2001), has led service-learning initiatives both within the College of Engineering and across the university at California Polytechnic State University, San Luis Obispo. In 2003, she received the Frontiers In Education New Faculty Fellow Award. Her work in service-learning led to her selection in 2007 as a California Campus Compact-Carnegie Foundation for the Advancement of Teaching Faculty Fellow for Service-Learning for Political Engagement. She currently oversees two multidisciplinary service-learning programs: the Access by Design project that has capstone students design devices for people with disabilities to participate in adapted physical activity and Organic Twittering that merges social media with sustainability.
J.Kevin Taylor California Polytechnic State University, San Luis Obispo
J. Kevin Taylor is a Professor of Kinesiology at California Polytechnic State
University, San Luis Obispo. He received a Ph.D. in Eduction from the University of South Carolina (1994), with specialization in Physical Education Teacher Education. Professor Taylor has been teaching Adapted Physical Activity for twelve years with a heavy emphasis on service-learning, he and his students run physical activity programs for the local community of people with disabilities. For the past eight years he has been collaborating with colleagues in engineering to design and build adaptations that facilitate inclusion of people with disabilities in physical activity.
Abstract
Motivating Design and Analysis Skills Acquisition with the Infusion of Adapted Physical Activity Projects throughout a Mechanical Engineering CurriculumAbstractAt the heart of the mechanical engineering discipline is the design (including analysis) ofmachines and machine elements that satisfy societal needs. At xxx University students arechallenged throughout their four-year curriculum by unique, open-ended design projects. Manyof these projects focus on the design, analysis, building and testing of adapted physical activitydevices that allow greater inclusion of persons with disabilities in recreational activities Adaptedphysical activity gives persons with disabilities the opportunity to play and obtain physicalexercise. These projects present design challenges that force students to consider a user-centereddesign approach with little in the way of existing reference designs to build upon; therefore thestudents are required to use a disciplined approach to the engineering design process. Theseprojects also provide additional motivation as students can see the impact their involvement canhave in the lives of others. This paper describes how Adapted Physical Activity Design projectsare used in five separate courses for both design and analysis projects. Preliminary assessmentresults of this service learning pedagogy’s affect on student motivation and student Design Self-Efficacy will be reported.
Widmann, J. M., & Self, B. P., & Slivovsky, L. A., & Taylor, J. (2011, June), Motivating Design and Analysis Skills Acquisition with the Infusion of Adapted Physical Activity Projects throughout a Mechanical Engineering Curriculum Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18858
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