2026 ASEE Annual Conference & Exposition

This work-in-progress paper reports on classroom use and evaluation of a low-cost, 3D-printed learning kit designed to strengthen CAD proficiency, open-ended problem solving, and multidisciplinary integration in early mechanical engineering courses. The learning kit was first introduced at the FYEE 2025 Conference (Sayginer et al., 2025). The current study examines its instructional performance and comparative impact.
Implementation emphasizes three strategies. First, hands-on CAD practice: students disassemble the kit, measure components with calipers, model parts and assemblies, assign materials, and calculate mass properties through a quiz-based workflow aligned with CSWA-style conventions. Second, open-ended engineering design using makerspace tools: students redesign the system as a power generator requiring gears and shafts or create a fan with a belt drive and custom mounts, fabricating all designs through 3D printing. Third, multidisciplinary integration: students relate measured rotational speed to design parameters such as pulley or gear ratios, establishing connections to topics in data acquisition and dynamics.
The study includes a comparison with a paper-based theoretical gearbox project used in prior semesters. Evidence sources include brief in-class surveys documenting engagement and perceived relevance, rubric-scored assignment artifacts measuring CAD accuracy, design iteration, and fabrication quality, comparative analysis of grades across the two project types, and student surveys comparing the hands-on kit with the theoretical gearbox project. Feedback is sought on rubric design, methods for scaling grading procedures, and strategies for evaluating learning across project modalities.