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Linkage Between Learning Styles and Design Engineering Perceptions of Undergraduate Students

[+] Author Affiliations
Raj M. Manglik, Milind A. Jog, Yijun Liu

University of Cincinnati

Paper No. IMECE2006-15597, pp. 307-313; 7 pages
doi:10.1115/IMECE2006-15597
From:
  • ASME 2006 International Mechanical Engineering Congress and Exposition
  • Innovations in Engineering Education: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads
  • Chicago, Illinois, USA, November 5 – 10, 2006
  • Conference Sponsors: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads
  • ISBN: 0-7918-4781-0 | eISBN: 0-7918-3790-4
  • Copyright © 2006 by ASME

abstract

The debate on inculcating effective design engineering learning - its fundamental conceptualization, application of theoretical constructs to model physical devices/systems, and development of tools for solving unstructured problems - and associated critical thinking has primarily focused on curricula issues. Little effort has been made to understand the cognitive underpinning of students that lends to success in this direction. This paper presents the findings of a transverse study to assess learning styles of undergraduate mechanical engineering students and their perceptions about design engineering. Survey results from a batch of sophomores and seniors are analyzed to ascertain: (i) aspects of learning styles that are conducive to design comprehension, and (ii) perceptions about design engineering that aid or impede such learning.

Copyright © 2006 by ASME

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