1. Jacqueline A. Stagner Materials Science and Engineering, Michigan State University

2. This project was performed, due to the authors own experience of transitioning from being an engineering undergraduate to working in industry. Followed the method of problem-based learning described by Hmelo- Silver 1 : 1. there exists a complex problem without a single correct answer 2. the students work in collaborative groups 3. students engage in self-directed learning 4. students apply new knowledge to the problem 5. the teacher facilitates learning rather than provides knowledge. There is a mismatch between the needs of industry and the aptitude of engineering graduates in the areas of problem solving, interpersonal communication, coping with change, group and team participation, and self assessment. 2 Research has shown that these skills are lacking in engineering graduates. 3,4,5 Using real-world examples and working in small groups, students identify relevant issues, gather and share information, and respond to the challenges posed by the problem. 6 Enables students to make connections between previous knowledge and new concepts or situations.

3. Can case studies be used in an engineering lab to demonstrate the real-world struggle between engineering and other stakeholders?

4. To perform an activity that is a real-world problem. To make students more aware of and better prepared for issues that they will face in the workplace.

5. MSE 466 – Design and Failure Analysis Given a case study to read that addresses an engineering problem and recommends an engineering solution. Four engineering changes were recommended to address this issue. Assigned to small groups and asked to discuss the concerns that other stakeholders may have with the proposed recommendations. Quality, Finance, Bargaining Unit

6. Pre-Activity Survey Post-Activity Survey

7. Results from Survey I

8. Results from Survey II

9. The students found the activity beneficial and would like to perform the same type of activity in other classes. Most likely due to the fact that the majority of students will be working for a company after graduation. I would like to perform this same type of activity in other classes.

10. Time should have been given for the students to work individually prior to working in groups. The students could develop their own case study instead of using one provided by the teacher. The students could use their own projects as the starting point for the case study.

11. 1. Hmelo-Silver, C.E. Educational Psychology Review 16, 235-266 (2004). 2. Woods, D.R. New Directions for Teaching and Learning 68, 91-99 (1996). 3. Resnick, L. Education and Learning to Think. Washington, D.C.: National Academy Press, 1987. 4. Rush, J.C.; Krmpotic, J.A.; Evers, F.T. Making the Match. Montreal, Canada: Corporate Higher Education Forum, 1985. 5. Sparkes, J.J. Quality in Engineering Education. Engineering Professors Conference, Occasional Paper no. 1. Guilford, England: Department of Mechanical Engineering, University of Surrey, 1989. 6. Allen, D.E.; Duch, B.J.; Groh, S.E. New Directions for Teaching and Learning 68, 43-52 (1996).