scholarly journals Integration of Desired Learning Outcomes in a First Year Design Course

2012 ◽  
Author(s):  
Marjan Eggermont ◽  
William Bill Rosehart
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
First Year ◽  
Fall Semester ◽  
Communication Course ◽  
Management Concepts ◽  
Design Projects ◽  
Design Challenge ◽  
Interdisciplinary Course

Our first year design and communication course is an interdisciplinary course involving the application of engineering principles, design, communications, leadership and project management concepts through a sequence of team-based design projects. Integrating and translating these components from lectures to labs and vice versa is a challenge. During the upcoming Fall semester a paper project will be introduced that combines all communications deliverables into a submission for a student design challenge. The instructors expect a greater appreciation for the communications components as a part of the design course.

scholarly journals PREPARING STUDENTS FOR SUCCESS THROUGH IMPLEMENTATION OF A UNIFIED CURRICULUM DESIGN SPINE

2018 ◽  
Author(s):  
Roger Carrick ◽  
Alex Czekanski
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Continuous Improvement ◽  
Curriculum Design ◽  
Soft Skills ◽  
Skills Development ◽  
Engineering Practice ◽  
Technical Aspects ◽  
Design Projects ◽  
Team Design

 Abstract - Preparing students for the technical aspects of engineering practice has not been difficult, as the teaching strategies and learning outcomes are well developed. The teaching of so-called "soft-skills" such as communication, teamwork, project management, and design, however, are more difficult and varied in their strategies. In this paper, we examine the design curriculum as implemented by York University’s Department of Mechanical Engineering and discuss the advantages of promoting soft-skills development through team design projects, and outline continuous improvement processes we undergo to ensure we are giving students the training they need to practice engineering. Finally, we discuss our planned studies that will track the effectiveness of the design spine as students enter the workforce.  

scholarly journals MENTOR-MANAGED DESIGN CHALLENGES FOR FIRST YEAR ENGINEERING

2011 ◽  
Author(s):  
Carolyn MacGregor ◽  
Linda Carson
Keyword(s):  
Design Methodology ◽  
Engineering Students ◽  
First Year ◽  
Systematic Design ◽  
Hands On ◽  
Key Features ◽  
Design Projects ◽  
Design Challenge ◽  
Suitable Scope ◽  
Design Challenges

The authors identify the main challenges facing engineering students and instructors during hands-on design projects and give an overview of the mentor-managed approach they take in a first year design course. Key features of the course include mentor management, choosing a design challenge of a suitable scope, providing an appropriate systematic design methodology, and structuring the design project around staged deliverables. They describe, in more detail, two distinctive components of the course: usability testing with modified design walkthroughs, and an introduction to creative practice and design through a Scrapheap Challenge.

scholarly journals Project-Based Approach in a First-Year Engineering Course to Promote Project Management and Sustainability

2018 ◽  
Vol 8 (3) ◽  
pp. 104 ◽  
Author(s):  
Pooya Taheri
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Project Based Learning ◽  
Future Generations ◽  
First Year ◽  
Learning Approach ◽  
Student Survey ◽  
Energy Demands ◽  
Energy Needs ◽  
Scientific Technical

To safeguard the environment and satisfy the energy needs of the present, without compromising the ability of future generations to do the same, sustainable energy development is urgently needed. This complex task is riddled with social, political, scientific, technical, and environmental challenges. Education is essential if we are to meet the energy demands of the world in the most sustainable manner available to us. Langara College offers a first-year engineering course that is meant to introduce students to engineering design and case studies, in addition to providing a brief glance on the history, ethics, and the different disciplines of engineering (APSC 1010). Using a project-based learning approach that promotes teamwork and research, this course uses a variety of instructional methods including lectures, class discussions, and guest appearances by experts in their fields. Introductions to technical concepts, such as soldering, 3D printing, and microcontroller, are also addressed in this course. This paper demonstrates how this, or similar courses, are optimized to raise awareness of the sustainability issues this planet is facing. Learning outcomes are evaluated using an anonymous student survey which demonstrates how the students’ project-management and presentation skills have improved.

scholarly journals EVALUATION OF A FIRST YEAR DESIGN COURSE

2011 ◽  
Author(s):  
Tiffany Veltman ◽  
William Rosehart
Keyword(s):  
Project Management ◽  
Focus Groups ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
First Year ◽  
Theoretical Knowledge ◽  
Course Structure ◽  
Practical Applications ◽  
Principles Of Design

In this paper, we discuss the evaluation of a first year design and communications course, implemented in the Fall of 2010 at the Schulich School of Engineering, University of Calgary.Operating on the proposition that providing a theoretical framework of design prior to the lab projects would improve the students’ ability to follow a design processThe remainder of this paper discusses the evaluation of the effectiveness of this revised course structure, in terms of both the student learning outcomes achieved, and the general student satisfaction of the course. Data was gathered from open and closed-ended surveys, as well as focus groups and interviews. The data from these sources was then triangulated, in order to obtain a holistic impression of the strengths and weaknesses of the course., the new design and communications course provides lectures on the principles of design, project management, and communication (verbal, written, and graphical), while weekly workshops require the students to apply their theoretical knowledge to practical applications.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

Replicating Anatomical Teaching Specimens using 3D Modelling Embedded within a Multimodal E-Learning Course: A Pre/Post Study Exploring the Impact on Medical Education during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Chelsea Stunden ◽  
Sima Zakani ◽  
Avery Martin ◽  
Shreya Moodley ◽  
John Jacob
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Test Scores ◽  
Student Attitudes ◽  
Congenital Heart ◽  
Secondary Outcome ◽  
First Year ◽  
Undergraduate Medical Students ◽  
E Learning ◽  
The Impact

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. OBJECTIVE To assess if a multimodal e-learning course contributed to learning outcomes in a cohort of first year undergraduate medical students study congenital heart diseases. Secondarily, we assess student attitudes and experiences associated with multimodal e-learning. METHODS The pre/post study design involved 290 first year undergraduate medical students. Recruitment was conducted through the course instructors. Data were collected before using the course and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcome included attitudes and experiences, as well as time to complete the modules, and browser metadata. RESULTS A total of 141 students were included in the final analysis (N=141). Students’ knowledge significantly improved by an average of 44.6% when using the course (SD 1.73, Z = -10.287, p < 0.001). 88.26% of students were highly motivated to learn with the course and 93.5% of students reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs = 0.687, p<0.001, N = 122). There were no relationships found between change test scores and attitudes or experiences (p>0.05). Students most frequently completed the e-learning course with Chrome (77.3%), and on Apple MacOS (61.0%) or Windows 10 (36.9%). Most students had devices with high-definition screens (83.0%). Most students (58.9%) completed the course in under 3 hours. CONCLUSIONS Multi-modal e-learning could be a viable solution to improving learning outcomes and experiences for undergraduate medical students, who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. CLINICALTRIAL n/a

IMPLEMENTATION OF MANAGEMENT ACCOUNTING FUNCTIONS IN THE CONTEXT OF PROJECT AND PROCESS APPROACHES TO MANAGEMENT

2021 ◽  
pp. 117-127
Author(s):  
E.I. KOSTYUKOVA ◽  
◽  
A.N. BOBRYSHEV ◽  
A.V. FROLOV ◽  
N.P. AGAFONOVA
Keyword(s):  
Project Management ◽  
Resource Constraints ◽  
Management Accounting ◽  
Practical Interest ◽  
Project Approach ◽  
Economic Entity ◽  
Management Concepts ◽  
Management Approaches ◽  
The Moment ◽  
The Project Approach

The study of various management concepts at the present stage of economic development contributes to improving the efficiency of activities in various areas through intensive development. As a result, in each economic entity, the issue of applying not only advanced production technologies but also management approaches becomes relevant. At the moment, a significant number of management concepts have been developed and actively used. Still, project management can be considered the universal one, as it helps implement the set goals in conditions of resource constraints. The degree of effectiveness of the project approach to management is largely determined by the ability of an economic entity’s accounting and analytical system to form the necessary information base. Scientific and practical interest is a study aimed at creating elements of the information field for making effective management decisions in the context of the project approach to management, which is the purpose of the work. The result should be considered a set of distinctive features of project management in setting and maintaining management accounting in an economic entity.

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