Graduate Attribute Based Continuous Course Improvement in a Blended Learning Engineering Design Course – A Writing Improvement Case Study

2018 ◽  
Author(s):  
Marnie Vegessi Jamieson ◽  
John M. Shaw
Keyword(s):  
Blended Learning ◽  
Engineering Design ◽  
Chemical Process ◽  
Self Assessment ◽  
Writing Improvement ◽  
Design Project ◽  
Final Design

The Capstone Chemical Process DesignCourse instructors engaged with Writing Across theCurriculum to develop and then provide writing seminarsfor students taking the second blended learning iterationof the design course to address needs identified bystudents in a pre course skill self assessment. The goals ofthis initiative were to further develop students’ technicalwriting abilities, encourage ongoing writing during thecourse, and to help students develop better strategies toprepare preliminary and final design project reports.Students’ attendance and reaction to the voluntaryseminar sessions were measured as part of an armslength survey and used as input to the course continuousimprovement process. The results and follow up steps arereported.

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

scholarly journals An Introductory Design Project Case Study: Cardboard Beds for Emergency/Refugee Situations

2015 ◽  
Author(s):  
Sean Maw
Keyword(s):  
Engineering Design ◽  
First Year ◽  
Student Groups ◽  
Design Project ◽  
Emergency Shelters ◽  
The Future ◽  
Design Students

In the Fall of 2013, first-year Mount RoyalUniversity engineering design students completed a 5-week long team-based project with the objective ofproducing a cardboard bed for emergency/refugeesituations. The project was a success and this paperdetails how it was run, what lessons were learned, and thenature of the outcomes. For those considering a similartype of project in the future, resources and client groupsare described. Ultimately, the student groups were ableto design a variety of cardboard beds that supported atleast one adult, comfortably. Variations included bedsfor African cholera outbreaks, Syrian and African refugeecamps, and Canadian emergency shelters.

DEFINING THE APPROPRIATE COURSE PROJECT FOR FOSTERING THE EXPECTED COGNITIVE COMPETENCIES: EBD APPROACH TO AN ENGINEERING DESIGN COURSE

2018 ◽  
Author(s):  
Amirali Ommi ◽  
Yong Zeng
Keyword(s):  
Engineering Design ◽  
Real World ◽  
Design Problem ◽  
Project Based Learning ◽  
Learning Objectives ◽  
Successful Completion ◽  
Future Directions ◽  
Design Project ◽  
House Design

Project-based learning is an inevitable part of current course curriculums, especially in engineering design courses. Incorporating course projects in curriculums is done for overcoming the lack of students’ familiarity with real-world challenges. Students either acquire or further develop those specific competencies upon successful completion of the course project. Thus, defining an appropriate course project becomes essential. The competencies that are fostered may depend either on the design problem or the project contexts. In this study, we employ an EBD approach to developing a framework for evaluating a course project regarding its fitness to course learning objectives. This framework makes it possible to elicit required competencies for accomplishing a course project and comparing it with the set of competencies in the course learning objectives. A case study of a flying house design project is presented to demonstrate the framework application. The discussion of the proposed framework and future directions to our research are presented at the end.

A Case Study Contrasting German Systematic Engineering Design With Affordance Based Design

2005 ◽  
Author(s):  
Jonathan R. A. Maier ◽  
Georges M. Fadel
Keyword(s):  
Engineering Design ◽  
Design Theory ◽  
Product Architecture ◽  
Customer Needs ◽  
Design Project ◽  
Function Solution ◽  
Selection Processes ◽  
Design Theories ◽  
High Level

In the young field of engineering design theory, various approaches to design differ in their conceptual bases, methods, and scope. These core differences make comparing design theories difficult. One strategy to overcome these differences, long used in the social sciences to test and compare theories, is the case study. In this paper we adopt a published design project, that of a computer monitor stand, and use it as a case study to compare two design theories. The design project was originally conducted using a form of German Systematic Engineering Design (GSED). We contrast those original results with what is obtainable using Affordance Based Design (ABD). Important insights into the differences between these two design theories quickly emerge. Among the differences found are the ways in which: customer needs data is interpreted and handled, product characteristics are represented, customer needs data flows into the ideation and selection processes, and bound and target data are utilized. Perhaps the most important difference shown is at what stage, and how, the product architecture is designed. In GSED, typically the product architecture arises in a bottom-up fashion from a combination of various sub-function solution principles. However, in ABD, the product architecture is the first subject of ideation and selection, as the high-level architecture determines in a top-down fashion most of the lower-level affordances that are designed subsequently. While no two design projects, design teams, or design methods are the same, it is hoped that this particular case study elucidates some of the salient differences between an established and a nascent design theory.

scholarly journals INTEGRATING HUMAN FACTOR CONSIDERATIONS INTO CAPSTONE DESIGN PROJECTS

2015 ◽  
Author(s):  
Holly R. Algra ◽  
Clifton R. Johnston
Keyword(s):  
Human Factors ◽  
Engineering Design ◽  
Human Factor ◽  
Design Tools ◽  
Design Project ◽  
Design Projects ◽  
Capstone Design

Engineers are, in general, poor atconsidering human factors in our designs. Human factorsare an important aspect of engineering design that mustbe introduced and nurtured in all engineers, but is achallenging problem. We have undertaken a case study ofa past capstone design project to evaluate how humanfactors were considered. This paper will present a casestudy of this project’s application of human factors.Our work hopes to identify what influenced anincreased consideration of human factors, which led tothe success of this project. A combination of diversifiedbackgrounds may have played a significant factor in thedesign process, but there were, however, likely otherfactors that impacted the team’s performance. Ourultimate goal is to use the information gained from thiscase study to develop training and design tools toincrease usability of other projects.

scholarly journals CAPSTONE DESIGN IN ENGINEERING AND SOCIETY AT MCMASTER UNIVERSITY

2011 ◽  
Author(s):  
C. J. Churchill ◽  
B. W. Baetz
Keyword(s):  
Engineering Design ◽  
Design Project ◽  
Group Design ◽  
Culture History ◽  
Territorial Government ◽  
First Time ◽  
Core Course ◽  
Capstone Design ◽  
Mcmaster University

Engineering and Society is a five-year program at McMaster University which is available to all departments within the Faculty of Engineering. A new core course, offered for the first time in the Winter 2009 semester, was taken by Society students in their final year. This course is a capstone design course titled “Design for Society”. The course culminated in a group design project wherein the students were given an open-ended problem and were asked to provide a conceptual solution. The problem involved the territorial government of Nunavut, Canada, wanting to give a boost to its tourist trade while showcasing the culture, history and heritage of their people. This case study paper provides an overview of the challenges and successes of delivering this course and will be of interest to those individuals who are contemplating the development and launch of a multidisciplinary engineering design course offering.

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898 ◽  
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan ◽  
Melissa Honeydew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

Intensive Stuttering Therapy With Telepractice Follow-up: A Case Study

2011 ◽  
Vol 21 (1) ◽  
pp. 11-21 ◽  
Author(s):  
Farzan Irani ◽  
Rodney Gabel
Keyword(s):  
Case Report ◽  
Therapeutic Intervention ◽  
Intensive Therapy ◽  
Positive Outcome ◽  
Eclectic Approach

This case report describes the positive outcome of a therapeutic intervention that integrated an intensive, residential component with follow-up telepractice for a 21 year old male who stutters. This therapy utilized an eclectic approach to intensive therapy in conjunction with a 12-month follow-up via video telepractice. The results indicated that the client benefited from the program as demonstrated by a reduction in percent stuttered syllables, a reduction in stuttering severity, and a change in attitudes and feelings related to stuttering and speaking.

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