2024 ASEE Annual Conference & Exposition

This paper describes the implementation of a project that incorporated prototyping and the entrepreneurial mindset into a core, junior-level Mechanical Vibrations course in the mechanical engineering curriculum. The course underwent an update that included the modification of a hands-on prototyping project integrating aspects of the entrepreneurial mindset into the project requirements starting Summer 2021. The project required that all aspects were verified using traditional theoretical relationships, were modeled using a variety of simulation tools, were physically built and experimentally verified, while also marketed and validated as profitable endeavors based on real-world data. Prototypes were demonstrated in the final presentation at the end of semester.
Students reinforced and advanced their entrepreneurial mindset through investigating sources of destructive vibration in the world around them or identifying opportunities where vibration could be used to enhance human experience. Some groups drew on prior work experience for projects: one group worked on minimizing vibration to a circuit board, whereas another group developed an idea for a latte-shaker to minimize the need for disposable spoons. Other groups’ projects were inspired by daily-life experiences: one group prototyped a wristband to relieve anxiety, and another group designed a damper system to prevent bolt bounce in firearms. Throughout the process, students were tasked with generating ideas both individually and in groups, interviewing stakeholders, and reflecting on the value added for their proposed projects. To prepare for prototyping, students were assigned safety and machine shop equipment training early in the semester.
Mechanical Vibrations utilizing the new project structure was taught across three different semesters with three different faculty members, using a variety of delivery methods. Faculty collaborated closely, both during the course's developmental phase and throughout the semester, to ensure a common entrepreneurially minded experience for all students. An anonymous course survey was conducted at the end of the course, targeting both the technical and entrepreneurial mindset learning outcomes for the course showing significant improvement in student’s understanding of value creation in engineering design.