Students’ Grit Level as a Predictor of Their Academic Achievement in Engineering Design Courses

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.13794 ◽

2019 ◽

Author(s):

Mohamed Galaleldin ◽

Hanan Anis

Keyword(s):

Goal Orientation ◽

Engineering Design ◽

Computer Aided Design ◽

Engineering Students ◽

Peer Assessment ◽

Project Based Learning ◽

Learning Goals ◽

Assessment Scores ◽

Cad Cam ◽

Quasi Experimental

The primary purpose of this study is to explore the relationship between engineering students’ year of study, gender and grit level. This study also aims to assess whether there is any relationship between students’ peer assessment scores in a collaborative project-based learning course and their goal orientation — either towards performance goals or learning goals — and their grit level. The study design is a quasi-experimental design, and the methods used in this study are quantitative. Student grit level was measured using a 12-item scale. The questionnaire was administered in three engineering design courses at different levels of study. The first course is an introduction to engineering design course for firstyear engineering and computer sciences students; the second is an introduction to engineering design course for second-year engineering and computer science students; and the third is a computer-aided design/computer-aidedmanufacturing (CAD/CAM) engineering design capstone course for fourth-year mechanical engineering students. Data collection occurred during the fall semester of 2018- 2019 academic year. Students’ grit level was not found to be a predictor of students’ peer assessment scores, although their goal orientation predicted their level of contribution to their team project.

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Tutorials for Integrating CAD/CAM in Engineering Curricula

Education Sciences ◽

10.3390/educsci8030151 ◽

2018 ◽

Vol 8 (3) ◽

pp. 151 ◽

Cited By ~ 10

Author(s):

AMM Ullah ◽

Khalifa Harib

Keyword(s):

Machine Tools ◽

Computer Aided Design ◽

Engineering Students ◽

Tool Path ◽

Sustainable Manufacturing ◽

Natural Extension ◽

Real Life ◽

System Component ◽

Engineering Practice ◽

Cad Cam

This article addresses the issue of educating engineering students with the knowledge and skills of Computer-Aided Design and Manufacturing (CAD/CAM). In particular, three carefully designed tutorials—cutting tool offsetting, tool-path generation for freeform surfaces, and the integration of advanced machine tools (e.g., hexapod-based machine tools) with solid modeling—are described. The tutorials help students gain an in-depth understanding of how the CAD/CAM-relevant hardware devices and software packages work in real-life settings. At the same time, the tutorials help students achieve the following educational outcomes: (1) an ability to apply the knowledge of mathematics, science, and engineering; (2) an ability to design a system, component, or process to meet the desired needs, (3) an ability to identify, formulate, and solve engineering problems; and (4) an ability to use the techniques, skills, and modern engineering tools that are necessary for engineering practice. The tutorials can be modified for incorporating other contemporary issues (e.g., additive manufacturing, reverse engineering, and sustainable manufacturing), which can be delved into as a natural extension of this study.

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Enhancing Engineering Learning Experience at UTB by Freshmen iHOP

Volume 5: Education and Globalization ◽

10.1115/imece2015-51696 ◽

2015 ◽

Author(s):

Nazmul Islam

Keyword(s):

Engineering Design ◽

Real World ◽

Engineering Students ◽

Learning Experience ◽

Low Cost ◽

Project Based Learning ◽

Senior Design ◽

Team Selection ◽

Hands On ◽

Lower Division

Most of the engineering courses focus more on theory and very little on hands-on, project-based learning in the classroom. Integration of real-world engineering problems and applications in lower division engineering courses will produce engineering students, who will be technically sound and be able to execute and manage real-world projects, when they will do senior design projects in their final year of engineering study. To overcome the engineering design challenges we have developed iHOP (Ingenieŕia Hands on Project) and integrate it with our lower division engineering courses. iHOP has been developed to emphasis the design component at the University of Texas at Brownsville (UTB) Engineering Physics curriculum and the project is now an integral part of Introduction to Engineering class. The iHOP project is one that is challenging, fun, requires teamwork, associated with the engineering material being studied, low cost, and doable in a limited amount of time. The experience from iHOP project motivates our freshman students to choose a better senior design project in senior year of their college career. The objectives of the iHOP projects are — to have students develop teamwork skills, and to teach students basic engineering design concepts in a complementary format to the traditional lecture. Various techniques related to team selection, encouraging teamwork, incorporation of engineering topics, keeping costs down, project results presentations, and gathering feedback from students will also be presented in this paper. Integrating iHOP Project with Introduction to Engineering class helped us to improve our retention effort in the engineering department.

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TEAM FORMATION IN ENGINEERING DESIGN COURSES

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.13751 ◽

2019 ◽

Author(s):

Mohamed Galaleldin ◽

Justine Boudreau ◽

Hanan Anis

Keyword(s):

Student Satisfaction ◽

Engineering Design ◽

Engineering Students ◽

Project Based Learning ◽

Team Composition ◽

Structured Interviews ◽

Great Opportunity ◽

Project Outcome ◽

The Right ◽

The Impact

Engineering design courses often include a team-based project. Project-based learning offers a great opportunity for engineering students to learn about teamwork and collaboration. It also gives students a chance to learn about themselves and improve their conflict management skills. Choosing the right team members for a specific project is not trivial, as the choice of the team often affects the project outcome and the students’ experience in the course. Moreover, there is a debate among engineering educators as to whether it is better to force team composition or not. In this paper, we investigate the impact of team composition and formation on project outcomes and student satisfaction in a second-year engineering design course at the University of Ottawa. The course is open to all engineering students and has an accessibility theme. Students work in teams with a client that has a specific accessibility need. Students meet the client three times during the semester and deliver a physical prototype by the end of the semester. For this study, students in the design course were divided into two groups. Students in the first group were allowed to pick their teams, while the instructor created the teams in the second group based on multidisciplinary composition and year of study. Both groups had the same instructor and the same course material, labs, project choices, etc. Semi-structured interviews were conducted with a few teams in each group.

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Balancing Complex Social and Technical Aspects of Design: Exposing Engineering Students to Homelessness Issues

Sustainability ◽

10.3390/su12155917 ◽

2020 ◽

Vol 12 (15) ◽

pp. 5917

Author(s):

Diana A. Chen ◽

Mark A. Chapman ◽

Joel Alejandro Mejia

Keyword(s):

Engineering Design ◽

Engineering Students ◽

Project Based Learning ◽

User Needs ◽

Solar Water Heater ◽

User Centered Design ◽

Water Heater ◽

Technical Aspects ◽

Non Profit ◽

Technical Solutions

This paper describes the development and implementation of a classroom experience involving problem-based and project-based learning with community engagement in an engineering design context. While most User-Centered Design courses ask students to critically analyze and synthesize user needs, particularly of users who they see as “not like them”, our version is unique in having students wrestle with concepts of power, privilege, and oppression alongside developing prototypes that address sociotechnical aspects of engineering design that are rarely discussed in engineering courses. The course project described in this paper was developed to integrate issues of homelessness with engineering design. To achieve this goal, we partnered with a local non-profit organization that provides access to safe, mobile showers for our unhoused neighbors. Considering the context and needs of people who experience homelessness, students built solar water heater prototypes that integrated with the mobile shower units of our partners. Our goal with this course is to demonstrate to students that technical solutions are often insufficient for solving sociotechnical problems. In this case, the partnership with the non-profit organization was critical to conveying to students that engineering alone cannot solve homelessness.

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MODELLING AND PROFILING STUDENT DESIGNERS’ COGNITIVE COMPETENCIES IN COMPUTER-AIDED DESIGN

Proceedings of the Design Society ◽

10.1017/pds.2021.477 ◽

2021 ◽

Vol 1 ◽

pp. 2157-2166

Author(s):

John Clay ◽

Xingang Li ◽

Molla Hafizur Rahman ◽

Darya Zabelina ◽

Charles Xie ◽

...

Keyword(s):

Engineering Design ◽

Computer Aided Design ◽

Engineering Students ◽

Design Research ◽

Energy System ◽

Psychological Tests ◽

Cognitive Profile ◽

Computer Aided ◽

Cognitive Competencies ◽

Aided Design

AbstractThere are three approaches to studying designers – through their cognitive profile, design behaviors, and design artifacts (e.g., quality). However, past work has rarely considered all three data domains together. Here we introduce and describe a framework for a comprehensive approach to engineering design, and discuss how the insights may benefit engineering design research and education. To demonstrate the proposed framework, we conducted an empirical study with a solar energy system design problem. Forty-six engineering students engaged in a week-long computer-aided design challenge that assessed their design behavior and artifacts, and completed a set of psychological tests to measure cognitive competencies. Using a machine learning approach consisting of k-means, hierarchical, and spectral clustering, designers were grouped by similarities on the psychological tests. Significant differences were revealed between designer groups in their sequential design behavior, suggesting that a designer's cognitive profile is related to how they engage in the design process.

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Teaching CAD/CAM/CAE tools with project-based learning in virtual distance education

Education and Information Technologies ◽

10.1007/s10639-021-10826-3 ◽

2021 ◽

Author(s):

Rafael R. Sola-Guirado ◽

Guillermo Guerrero-Vacas ◽

Óscar Rodríguez-Alabanda

Keyword(s):

Computer Aided Design ◽

Professional Training ◽

High Efficiency ◽

Virtual Machines ◽

Product Lifecycle Management ◽

Project Based Learning ◽

Management Platform ◽

Training Plan ◽

Design And Manufacturing ◽

Cad Cam

AbstractComputer-aided design, manufacturing and engineering technologies (CAD/CAM/CAE) are a mainstay in today’s industry and therefore they should be an important part in the current training plan of the graduate engineers. However, their implementation in the university environment presents certain barriers that make it difficult. In this work, we study the feasibility of the teaching proposal of the management of this type of tools through a Project-Based Learning method in a distance learning environment. The methodology has been implemented transversally in two Master’s degree subjects related to advanced design and manufacturing and has been carried out thanks to the operation of the product lifecycle management platform software by virtual machines. The practice has given very good pedagogical results in the work of skills related to the field of industrial design and manufacturing. The virtual system has demonstrated high efficiency and students have shown a satisfactory evolution in their professional training.

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SCAFFOLDING STRATEGIES FOR TEACHING ENGINEERING DESIGN IN A COLLABORATIVE PROJECT-BASED LEARNING ENVIRONMENT

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.10548 ◽

2018 ◽

Author(s):

Mohamed Galaleldin ◽

Hanan Anis ◽

Patrick Dumond ◽

David Knox

Keyword(s):

Engineering Design ◽

Student Performance ◽

Engineering Students ◽

Positive Impact ◽

Project Based Learning ◽

Lessons Learned ◽

Team Work ◽

Skill Assessment ◽

Collaborative Project ◽

The Impact

Abstract –Collaborative Project Based Learning (CPBL) is known for enhancing deep learning, professional skills development, student engagement and motivation, cultivating interdependence in learning, thinking, problem solving, and creating interest and excitement in learning. This article describes the impact of an engineering design course on first-year engineering students. Student performance was evaluated before and after taking the course using a pre-and-post design skill assessment test, peer feedback evaluations, and thematic analysis of each student’s self-reflection of lessons learned. Initial analysis of the data indicates that a CPBL environment has a significantly positive impact on the development of engineering students’ ability to describe the engineering design process and relate it directly to real-world problems. Students also realized the importance of communication, team work, investigation and project management skills.

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Interpersonal Variables and Their Impact on the Perceived Validity of Peer Assessment in Engineering PBL

International Journal of Quality Assurance in Engineering and Technology Education ◽

10.4018/ijqaete.2014040101 ◽

2014 ◽

Vol 3 (2) ◽

pp. 1-11

Author(s):

Mark Symes ◽

Anna Carew ◽

Dev Ranmuthugala

Keyword(s):

Learning Outcomes ◽

Student Perceptions ◽

Engineering Students ◽

Peer Assessment ◽

Project Based Learning ◽

Learning Activities ◽

Assessment Practices ◽

Undergraduate Engineering ◽

Value Diversity ◽

The Relationship

Intra-team peer assessments have become the norm for performance and attribute assessment in problem and project based learning activities. However, research on the effects of interpersonal variables on these assessment practices is limited. This study examined the relationship between interpersonal variables and student perceptions on the validity of peer assessment. In order to understand the relationship between social interaction and its effects on peer assessment, four interpersonal variables were identified in this study: psychological safety, value diversity, interdependence, and trust. Fifty five undergraduate engineering students working in teams of 5 to 6 participated in a survey after having completed their first formative peer assessment. Preliminary findings from this study and evidence from other studies support the view that interpersonal variables have the potential to affect peer assessment and influence the learning outcomes.

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The Design Exemplar: A New Data Structure for Embodiment Design Automation

Journal of Mechanical Design ◽

10.1115/1.1767179 ◽

2004 ◽

Vol 126 (5) ◽

pp. 775-787 ◽

Cited By ~ 13

Author(s):

Joshua D. Summers ◽

Bernie Bettig ◽

Jami J. Shah

Keyword(s):

Data Structure ◽

Engineering Design ◽

Design Automation ◽

Computer Aided Design ◽

Semantic Networks ◽

Standard Representation ◽

Knowledge Based ◽

Embodiment Design ◽

Cad Cam ◽

Rule Sets

A key issue in developing new intelligent computer aided design and manufacturing tools (CAD/CAM) is knowledge representation. Engineering knowledge has been represented in many forms, such as rule sets, design procedures, features, frames, and semantic networks. Some of these are domain dependent, some are query dependent, and some require specialized inferencing engines or solving algorithms, thus providing a severe limitation for exchange and re-use of design knowledge. A standard representation structure that is capable of encapsulating different types of knowledge would be a useful tool. The design exemplar provides a standard representation of mechanical engineering design problem knowledge based upon a canonically derived set of entities and relationships. The data structure of the design exemplar facilitates four basic design tasks: pattern matching, property extraction, design validation, and change propagation. This paper shows that it is possible to map the design exemplar to other representations (procedures, rules, and features). The concept of integrating atomic design exemplars into composite networks for performing complex design tasks is also introduced as a tool for developing and applying the design exemplar in engineering design automation.

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Effectiveness of Project-Based Learning Model Implementation with Peer Tutor Method in terms of Students' Active and Learning Outcomes in Graphic Design Subjects

Journal of Informatics and Vocational Education ◽

10.20961/joive.v2i2.37974 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Arinto Aji Suharto ◽

Agus Efendi ◽

Dwi Maryono

Keyword(s):

Learning Outcomes ◽

Hypothesis Test ◽

Sampling Technique ◽

Active Role ◽

Learning Model ◽

Project Based Learning ◽

Learning Goals ◽

Font Size ◽

Model Project ◽

Quasi Experimental

This study aims to find out how the influence caused by the use of learning models on the activeness and learning outcomes. The method used in this research is quantitative quasi experimental design. The population in this study were 66 students of class X RPL A and B in SMK Negeri 5 Surakarta. The sampling technique in this study uses the cluster random sampling method and the number of samples refers to the total population of class groups. Data collection techniques are used in the form of questionnaires and tests. Hypothesis testing is done by t test and normalized gain test. The results used in this study are based on the significance value (sig.) Which has the meaning as a determinant of whether the hypothesis test results are accepted or rejected . So that the results of this study can be used as information for educators to be considered in preparing the learning process better. In addition, it encourages students to play an active role in learning so as to achieve the desired learning goals.Keywords: <span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="IN">Learning Model, Project Based Learning, Peer Tutors<table class="MsoTableGrid" style="width: 444.85pt; border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="593" border="1" cellspacing="0" cellpadding="0"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; mso-yfti-lastrow: yes; height: 63.4pt;"><td style="width: 290.6pt; border: none; border-top: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 63.4pt;" valign="top" width="387">This study aims to find out how the influence caused by the use of learning models on the activeness and learning outcomes. The method used in this research is quantitative quasi experimental design. The population in this study were 66 students of class X RPL A and B in SMK Negeri 5 Surakarta. The sampling technique in this study uses the cluster random sampling method and the number of samples refers to the total population of class groups. Data collection techniques are used in the form of questionnaires and tests. Hypothesis testing is done by t test and normalized gain test. The results used in this study are based on the significance value (sig.) Which has the meaning as a determinant of whether the hypothesis test results are accepted or rejected . So that the results of this study can be used as information for educators to be considered in preparing the learning process better. In addition, it encourages students to play an active role in learning so as to achieve the desired learning goals.Keywords: Learning Model, Project Based Learning, Peer Tutors.</td></tr></tbody></table>

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