ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How.
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ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to
Empower Student Learning
What pedagogies empower student learning?
How do we assess learning?
May 14, 2014
Daniela Pusca, Ph.D., P.Eng.
Jacqueline Stagner, Ph.D., P.Eng.
Concerns at the beginning of the course:
• How to make the first year course exciting
• How to communicate what engineers actually do
• How to develop an understanding of the design processes
• How to assess the students’ learning
Challenges for The First Year Engineering Students
Not familiar with the design process used within engineering
May also not recognize the real problem to be solved and what are the limitations in achieving a solution
Not familiar with the various aspects of project management
Teamwork and leadership skills
Communication skills
Learning Outcomes and the Graduate Attributes
Ability to design solutions for open-ended engineering problems and to design systems and components.
GRADUATE ATTRIBUTES
Ability to to identify, formulate, and analyze engineering problems
Ability to create, select, apply, and adapt modern engineering tools
No. Learning OutcomeLearning Outcome
Code
1 Classify a given problem, and the type of solution sought. 2a
2 Determine primary objectives and key constraints. 2b
3 Identify existing solution processes that can be applied to solve a problem. 2b
4 Extract engineering requirements from relevant engineering Codes and Standards. 4a
5Apply formal idea generation tools to develop a diverse set of candidate engineering design solutions.
4b
6 Use models to generate a diverse set of candidate engineering design solutions. 4b
7Apply formal multi-criteria decision making tools to select candidate engineering design solutions for further development.
4c
8 Refine a conceptual design into a detailed design. 4d9 Create engineering designs: Use of CAD tools. 5a
10 Complete a successful project. 6c11 Illustrate concepts in graphical form. 7a12 Relate ideas in a multi-modal manner – visually, textually and orally. 7b
Learning Outcomes
Learning Outcomes from the University of Toronto attribute tables posted on the EGAD website, http://egad.engineering.queensu.ca/?page_id=1207
Problem Analysis
Design
Individual and Team Work
Use of Engineering Tools
Communication Skills
Evaluation Methods Method of Evaluation Related Learning Outcomes
Mid-Term Exam Learning Outcome 11
Drafting Portfolio: Class Sketches, Laboratory assignments(individual)
Learning Outcomes 4, 9, 10, 11, and 12
Design Portfolio(group)
Learning Outcomes 1, 2, 3, 5, 6, 7, 8, 10, and 12
Progress Tests I
Learning Outcome 11
Progress Tests II
Learning Outcome 11
Progress Tests III
Learning Outcome 11
Progress Tests IV Learning Outcome 9
Oral Presentation Learning Outcome 12
Methods of Instruction
The multitude of approaches that may be used were mapped against what we want students to learn (desired attributes).
ISSUES
Qualitative Data
Initial Course Design
New Course Design
1.0 Course Design
1.1 Traditional teaching methods
Yes No
1.2 Inductive teaching methods
1.2.1 Case-based teaching Yes Yes
1.2.2 Inquiry-based learning No Yes
1.2.3 Discovery learning No Yes
1.2.4 Problem/project-based learning
Yes Yes
Methods of Instruction More student-centered, activity-based teaching and learning
Inductive teaching methods
How it was implemented
1.2.1 Case-based teachingStudents study cases that reflect all of the teaching points the instructor wishes to convey.
1.2.2 Inquiry-based learning
Exercises/applications solved during lecture time (answer = desired learning)
1.2.3 Discovery learningApplications during lecture time: examination and analysis of given models to discover design concepts
1.2.4 Problem/project-based learning
Involves assignments that call for students to design a product
1.2.1 Case-Based Teaching
Students study cases involving scenarios likely to be encountered in professional practice.
Example:For each case, be able to IDENTIFY the techniques used to develop concepts•Teflon (Design by accident)•So What’s wrong with Our Toaster? (Checklisting)•Jokes for Trash (Inversion)
Source: Engineering by Design author Gerard Voland, Publisher: Prentice Hall, 2004
1.2.2 Inquiry-Based Learning
Students are presented with:• a question to be answered / interpreted
Accomplish the desired learning in the process of responding to that challenge
Example: Circular sweep
The desired learning:
• an axis of rotation has to be defined• location of the axis relative to the profile can greatly affect the resulting sweep• angular displacements other than 360 degrees can be specified
Inquiry-Based LearningCont’d
Source: Introduction to Graphics Communications for Engineers (4th edition), by Gary R. Bertoline, McGraw-Hill Higher Education
Example: Circular sweep
Challenge:Match the objects with the profiles
Inquiry-Based LearningCont’d
Source: Introduction to Graphics Communications for Engineers (4th edition), by Gary R. Bertoline, McGraw-Hill Higher Education
Example: Circular sweep
Challenge:Match the objects with the profiles
1.2.3 Discovery Learning
Learning takes place not through instruction, but through examination and analysis.
Example: Visualization by surfaces
The desired learning: • to read 2D engineering drawings, • to develop mental 3D images of the objects• to improve the ability to visualize multiview drawings
Discovery LearningCont’d
Source: Introduction to Graphics Communications for Engineers (4th edition), by Gary R. Bertoline, McGraw-Hill Higher Education
Example: Visualizing 3D objects
Challenge: Match the given surface letter from a pictorial drawing with the corresponding surface from the multiview drawing
Discovery LearningCont’d
Source: Introduction to Graphics Communications for Engineers (4th edition), by Gary R. Bertoline, McGraw-Hill Higher Education
Example: Visualizing 3D objects
Challenge: Match the given surface letter from a pictorial drawing with the corresponding surface from the multiview drawing
1.2.3 Problem/Project-Based Learning
Project-based learning
•Involves assignments that call for students to design a product
•The culmination of the project is a written and oral report summarizing what was done to achieve the final design
• Students apply previously acquired knowledge
Problem-based learning
•Involves assignments that call for students to design a product
• The solution process is more important than the final design.
• Students have not previously received formal instruction in the necessary background material
A directed project-based learning approach
Needsassessment
Problem formulation
Abstraction and synthesis
Analysis
Implementation
ENGINEERING DESIGN
PROCESS
visualisation techniques
Students work in groups and develop team, leadership, and task completion skills
Apply what they were taught during the first part of the lectures:
sketching isometric drawing orthographic
projection
Activity Characteristics:
Students brainstorm different solutions for the design problems
Present their ideas through a variety of communication techniques
visual written oral
Instructor’s role
Student-centred teaching
Provides the necessary skills for project management and graphical communication of the design solution
Promotes positive attitude and group effort
Acts as project manager
GA’s Role
Form the project (design) groups (5-6 students)
Guide the students
Provide feedback
Assist the students to access resources needed to solve the problem/situation
• Aluminum can crusher• Toothpaste dispenser• Ball return• Wheelchair vehicle lift• Sports wheelchair• Multipurpose ladder for home use• Multipurpose study desk
Open-Ended Design Projects Assigned:
Communication Assignments
Requirements for each design team:a notebookthree milestone reportsthe final report oral presentation
Feedback from Students Regarding PBL
• Two questionnaires were delivered in order to assess the new course design from students’ perspective.
• Linear scale used:
1=not useful, 2=useful, 3=extremely useful
Communication practices-results based on post-course questionnaire
Project management-results for post-course questionnaire
Conclusions Regarding PBL
Good aspects associated with the course design
Issues that must be improved:• Interactions with TAs• Interactions with team members
Positive feedback in regard with communication practices - no average score below 2
Today, the concerns still are:
• How to make the first year course exciting
• How to better communicate what engineers do
• How to develop a better understanding of the design processes
• How to assess the students learning
Goal
Exciting
Creative
Rigorous
Demanding
Adventurous
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