2026 ASEE Annual Conference & Exposition

Packaging is a STEM major that may be housed in engineering colleges (e.g., Rochester Institute of Technology) or agricultural colleges (e.g., Michigan State University), and packaging programs commonly hire faculty with engineering and science backgrounds to support technically rigorous curricula. In this context, PKG 410 (Packaging Dynamics) is a senior-level undergraduate course in the School of Packaging at Michigan State University (MSU) that prepares students for engineering-oriented roles in protective packaging design, packaging materials, and distribution systems. The course examines how mechanical and environmental hazards—including compression, shock, transportation vibration, temperature, altitude, and electrostatic effects—can influence packaged product integrity during distribution. Although students typically complete Calculus I–II, Physics I–II, and Statistics, many enter the course without a dedicated mechanics sequence (e.g., statics, mechanics of materials, dynamics, or vibration theory), which can create barriers when engaging with quantitative topics such as stress–strain interpretation, impact-energy reasoning for cushioning selection, and transportation vibration analysis.

This Work-in-Progress paper presents a scaffolded prerequisite framework designed to bridge this preparation gap by embedding short (10–20 minute) “engineering refresher” modules immediately before each major packaging dynamics topic. The approach formalizes a topic-to-prerequisite mapping specific to packaging dynamics and demonstrates how minimum viable engineering prerequisites (e.g., stress–strain and failure modes, energy methods for drop impact, resonance and vibration signal interpretation, heat transfer mechanisms, gas laws, and basic electrostatics) can be introduced in a just-in-time manner and directly linked to packaging test methods and representations (e.g., box compression force–displacement curves, cushioning curves, and vibration profiles). In addition to conceptual scaffolding, the framework includes a structured onboarding strategy for computational tools (MATLAB) to reduce the learning-start barrier and support plotting, equation solving, and vibration data interpretation. Student survey feedback is summarized to motivate the framework and highlight perceived challenges, supportive instructional practices, and opportunities to improve alignment between engineering prerequisites and packaging applications.

The proposed framework contributes a packaging-focused, evidence-informed, and transferable model for scaffolding engineering fundamentals within interdisciplinary STEM curricula.