The Rube Goldberg Experiment: Year 2

Abstract

As a follow-up to our previous paper on the successes and limitations of using Rube Goldberg machines in a first year engineering design course, in this paper, we outline how we addressed some of the limitations from our first attempt to use Rube Goldberg machines in our course. As pointed out in our previous paper, the first year engineering curriculums of many engineering programs are heavily loaded with science classes and have very little exposure to engineering. Engineering schools must find ways to introduce students to engineering in a fun, engaging fashion. For the past two years, we have been using Rube Goldberg machines to help achieve this goal. Our first year design and communications course attempts to engage students by challenging them to design and build a working Rube Goldberg machine as part of a group project. By working to achieve specific design goals that are subject to constraints, students get to work on a miniengineering project that is fun, creative, and challenging. The long-term goal of the Rube Goldberg Experiment is twofold: (1) to give first year engineering students a positive engineering design experience in their very first semester and (2) to develop a culture of anticipation in Grade 12 students who might be considering an engineering education at the University of Regina. In this paper, we outline changes made to our approach that address shortcomings identified from our first semester and provide results from student feedback, which demonstrate a positive response to the project.