scholarly journals OUTCOMES AND LESSONS FROM DEPLOYING DIGITAL NOTEBOOKS ACROSS A MULTI-SECTION ENGINEERING DESIGN COURSE

2020 ◽  
Author(s):  
John K. Dickinson
Keyword(s):  
Engineering Design ◽  
Content Delivery ◽  
Lessons Learned ◽  
Learning Activities ◽  
Individual Student ◽  
First Year ◽  
Course Content ◽  
Student Teams ◽  
Individual Assessment ◽  
Implementation Approach

The instructor team of large cohort, team- and project-based, first-year engineering design course were faced with a number of common and persistent challenges; effective modelling and scaffolding of the design process; realizing consistent content delivery, marking, and feedback across multiple sections; keeping student teams on track; capturing individual marks related to teamwork; and establishing good design notebook keeping practices. As part of continuing course updates, distributed digital notebooks including worksheets were progressively introduced to support project and team learning activities and individual assessment and feedback. This paper examines the outcomes and lessons learned from the increasingly expanded role these notebooks have taken and their impacts on both instructors and students. In practice, the digital project notebooks have shown themselves to be surprisingly versatile as a platform to 1) deliver course content, 2) enable regular evaluation of individual student participation, contribution, and/or understanding, 3) record and assess team-level progress on the project, and 4) capture and monitor the evolution of team plans and ongoing activities. However, there are some observed costs to the implementation approach taken so far, including potential loss of flexibility, inhibiting teams from taking initiative or learning to manage their own time and effort.

scholarly journals Teaching Design to First-Year Engineering Students

2015 ◽  
Author(s):  
Michael McGuire ◽  
Kin Fun Li ◽  
Fayez Gebali
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
First Year ◽  
Considerable Effort ◽  
Student Teams ◽  
Product Engineering ◽  
Teaching Design ◽  
Integrated Communication ◽  
The University

Design is associated with the invention,planning and building a product. Engineering design, inparticular, takes considerable effort, skills, andintegration of knowledge; hence, it is difficult to teachfreshmen this subject since they have not possessed ordeveloped the proper skill set yet. The Faculty ofEngineering at the University of Victoria has beenteaching engineering design (in two successive courses)to all first-year engineering students. In addition toattending plenary lectures, student teams are working oncompetitive projects in the laboratory, while participatingin highly integrated communication modules. In thiswork, we discuss the curricula of these design courses,model of delivery and share our experience for the pastthree years.

Student reflections on multimodal course content delivery

2014 ◽  
Vol 42 (3) ◽  
pp. 467-483 ◽  
Author(s):  
Shaun A. Jackson
Keyword(s):  
Content Delivery ◽  
Learning Preferences ◽  
Individual Student ◽  
Student Body ◽  
Content Type ◽  
Course Content ◽  
Delivery Modes ◽  
Effective Manner ◽  
Teaching Preferences ◽  
Student Reflections

Purpose – The purpose of this paper is to illustrate a for-credit information literacy course redesign that used a flexible multimodal framework to address individual student learning preferences, personal differences and abilities as well as teaching preferences. Design/methodology/approach – Students taking the course were surveyed as to their preferences for content delivery. A qualitative analysis of student reflections was conducted to determine the efficacy of maintaining multiple course formats and to solicit feedback for course improvements. Findings – Results show that students were definitive in their preferences for how they access course materials and that enough students used each format to justify maintaining both. Findings also showed students’ appreciation for being given options. Research limitations/implications – Content delivery modes are changing rapidly. Future studies should explore the efficacy of other modes of delivery. Practical implications – As technology and students’ familiarity with course delivery modes change, how we deliver content to students will also change. The key to reaching students in an effective manner is flexibility. Originality/value – Exploring why and how students choose to learn provides valuable feedback into how we should or should not deliver course content. Learning what works, and providing multiple options, will increase the likelihood of success for a diverse student body.

scholarly journals EXPERIENCE WITH A SMALL UAV IN THE ENGINEERING DESIGN CLASS AT CAPILANO UNIVERSITY – A NOVEL APPROACH TO FIRST YEAR ENGINEERING DESIGN

2015 ◽  
Author(s):  
Mark Wlodyka ◽  
Margaret Dulat
Keyword(s):  
Engineering Design ◽  
Video Camera ◽  
Field Investigation ◽  
First Year ◽  
Teaching Methodology ◽  
Novel Approach ◽  
Student Teams ◽  
Small Uav ◽  
Practical Design ◽  
Diploma Program

Capilano University offers a very successfulfirst-year Engineering Transfer and EngineeringTransition Diploma program. A key learning experiencefor students of both programs is a one-semesterEngineering Design course, in which the instructor leadsthe student through a practical design project, applyingengineering design principles that are presented in thecourse. In 2014, a new project design theme wasintroduced, specifically working with small UnmannedAerial Vehicles (UAVs). The teaching methodologycombined both lecture and student led learningexperiences. Student teams of 4 were provided a commonassignment to carry out a field investigation using a UAVand video camera to simulate an industrial application.With experience gained on a PC based flight simulator,all teams successfully completed their designs, carried outtheir UAV flights and documented their results. Studentsdeveloped project management and communication skillsearly in their engineering education. This innovativeapproach in first year provides students with immediateexposure to the practical limitations that constrainengineering design. The teaching methodology isexpected to result in graduate engineers who havestronger skills in teamwork, communication, and designcapability. This first year teaching methodology hasshown significant promise as demonstrated through thequality of the design projects, as well as positive feedbackfrom the students.

scholarly journals AN INQUIRY AND BLENDED LEARNING MODULE FOR SENIOR ENGINEERING DESIGN

2011 ◽  
Author(s):  
M. Eggermont ◽  
T. Frieheit ◽  
F. Brennan
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Design Methodology ◽  
Pilot Project ◽  
First Year ◽  
Student Teams ◽  
E Learning ◽  
Mind Maps ◽  
Teaching Modules ◽  
Main Message

University of Calgary delivers a full-year “Mechanical and Manufacturing Engineering Design Methodology and Application” course where students gain basic design methodology knowledge and associated skills through lectures and tutorials. The primary “vehicle” used for student experiential learning is a team-based, open-ended design project. The problem often encountered is that students fail to see “the forest for the trees”. More specifically, they often fail to see how the design process applies to their project and potentially miss the main message of the course. This paper proposes a short inquiry based learning exercise, augmented with web-based teaching modules, to more effectively prepare students for the “application” aspect of the course. Student teams will experience the full design methodology through a compressed “mini-project” at the beginning of the term, before they have any preconceived notions about the design process. Mind-mapping has been identified as the e-learning tool to organize this mini-project. A pilot project testing the use of mind-maps was conducted in a first year design course, exploring issues related to its implementation.

scholarly journals Restructuring Teamwork Pedagogy in a First-Year Engineering Design Program: Lessons Learned and Future Plans

2020 ◽  
Author(s):  
David Gatchell ◽  
Bruce Ankenman ◽  
Penny Hirsch ◽  
Adam Goodman ◽  
Koshonna Brown
Keyword(s):  
Engineering Design ◽  
Lessons Learned ◽  
First Year ◽  
Design Program ◽  
Future Plans

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

IMPACT OF STUDENT TEAMS ACHIEVEMENT DIVISION BASED ON HYBRID LEARNING AND JIGSAW TOWARD HIGH ORDER THINKING SKILL VOCATIONAL HIGH SCHOOL

2020 ◽  
Vol 4 (3) ◽  
pp. 560
Author(s):  
Arief Rahman Yusuf ◽  
Sandi Kurniawan ◽  
Eddy Sutadji ◽  
Imam Sudjono
Keyword(s):  
High School ◽  
Student Learning ◽  
Hybrid Learning ◽  
Thinking Skills ◽  
High Order ◽  
Learning Activities ◽  
Vocational High School ◽  
Average Value ◽  
Student Teams ◽  
High Order Thinking

The background of the research is the low assessment of high order thinking skills of students due to the conventional methods used by the school. The aims of this study are: (1) how student learning activities when using hybrid learning Student Teams Achievement Division (STAD) and jigsaw, (2) how student learning activities when taught using the direct learning model, and (3) the effect of hybrid learning Student Teams Achievement Division (STAD) and jigsaw towards high order thinking skills. This study used a quasi experimental nonequivalent control group design with the sample of 50 students from a population of vocational high school students in Ponorogo. Data collection techniques used instruments in the form of high order tests and non-test instruments in the form of observation sheets. Data analysis used was independent sample t-test. The results showed: (1) the use of Student Teams Achievement Division (STAD) based on hybrid learning and jigsaw made 28% of students were very active, 28% of students active, and 44% of students quite active in the learning process, this was evidenced by an average value of 70.56, (2) the use of direct learning models in learning made 24% of students quite active, 36% of students less active, and 40% of students passive in the learning process, which can be seen from the acquisition of an average value of 51.52, and (3) there was a significant effect of Student Learning Achievement Division (STAD) based on hybrid learning and jigsaw on students' high order thinking skills.

LESSONS LEARNED FROM THE FIRST YEAR OF A GEOPATHS PROJECT: WHAT WORKED, WHAT WILL CHANGE

2018 ◽  
Author(s):  
David A. McConnell ◽  
◽  
Karl W. Wegmann ◽  
Chester Brewer ◽  
Jennifer Wiggen ◽  
...  
Keyword(s):  
Lessons Learned ◽  
First Year

scholarly journals Challenges for Experience Feedback in Engineering Design

2009 ◽  
Author(s):  
Henrik Nerga˚rd ◽  
Tobias Larsson
Keyword(s):  
Decision Making ◽  
Knowledge Sharing ◽  
Engineering Design ◽  
Empirical Finding ◽  
Qualitative Approach ◽  
Lessons Learned ◽  
Current Feedback ◽  
Active Dissemination ◽  
Different Levels

In this paper empirical finding from a study conducted at an aerospace company is compared to theory regarding Experience Feedback (EF), Lessons Learned (LL) and Decision Making (DM). The purpose with the study was to examine how EF within the organization was conducted and what problems and possibilities that was seen. A qualitative approach was taken and interviews and a workshop was conducted. The empirical findings show that EF exist on different levels within the organization but current feedback processes are currently leaning more towards archiving and storing than knowledge sharing and learning. Also passive dissemination approaches are mostly used whereas active dissemination within the correct context is needed The aim with this paper is to discuss issues and empirical findings that should be considered when creating work methods and systems that support learning by EF and LL dissemination.

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