Olin: engineering through an interdisciplinary lens (part 1 of 2)

In an attempt to summarize the nature of my second semester at Olin more concisely than in my first semester posts, I've decided to write about how "interdisciplinary thinking" as an approach to engineering was a large part of my second semester, as well as how it is a large part of Olin's approach to teaching in general.

I took a class this past semester called Paul Revere: Tough as Nails, a course summarized by professors Jon Stolk and Rob Martello as the following:

Imagine a course block in which students discuss the cultural implications of 17th century iron working in North America in one hour, and design experiments to examine connections between composition and strength in modern steel padlocks immediately afterwards. In the Paul Revere: Tough as Nails course block, students don't just study materials science and history of technology topics, they experience them. Through a series of readings, discussions, and self-designed projects, students explore materials science concepts alongside the social, cultural and environmental factors that shaped technological and scientific history. Although the course includes many formal in-class activities, approximately half of all class sessions are flexible, allowing students to engage in individualized learning approaches. The projects are loosely framed, enabling students to develop key competencies while investigating topics of personal interest and controlling project focus and direction.

So, the best way of I have of explaining this interdisciplinary approach is by summarizing the three major projects I did for this class.

1. Test and analyze the material properties of the MDF (Medium Density Fibreboard-also "fake wood") found in modern ceiling fans, and compare how these functions/material design choices relate to the ancient counterpart of the ceiling fan in China, the folding fan.
   
2. In order to study the acoustic/material properties as well as the microstructure of bells cast by Paul Revere in colonial times, we cast metal tuning forks with different metal alloy compositions, since tuning forks are essentially a 2-dimensional bell.
   
3. After studying the properties of Non-Newtonian fluids such as oobleck, we wrote up a curriculum/educational plan for students to learn about non-Newtonian fluids from three different perspectives: elementary school, high school, and college.
   

(Once I get back on campus I'll be able to actually give sample work/images from these projects.) You can tell already however from the description of this course and the projects we did that it was very much an interdisciplinary experience. Critical thinking and analysis of material from two (or more) perspectives (in this case that of material science and historical analysis) is a valuable tool to the "renaissance engineer."*

*I define renaissance engineer to be whatever it is that Olin is trying to produce with its graduates, who have all allegedly experienced a "new and unique engineering edcuation." This term also applies to work done at other universities, of course, since Olin isn't necessarily unique in its attempts to change engineering education. Either way you look at it, the engineer of the future can apply themselves in an interdisciplinary fashion.

Look for the next post on this topic in a week or two.