Aravamudhan, S. (2015, June), Student Learning in Challenge-based Ocean Engineering Project  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24755

\bibitem{asee_peer_24755}
  Aravamudhan, S. (2015, June), \emph{Student Learning in Challenge-based Ocean Engineering Project}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24755

Shyam Aravamudhan.  "Student Learning in Challenge-based Ocean Engineering Project".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24755 Internet.  24 Apr, 2024

\bibitem{asee_peer_24755}
  Shyam Aravamudhan.
  "Student Learning in Challenge-based Ocean Engineering Project".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24755 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_24755
author = "Shyam Aravamudhan"
title = "Student Learning in Challenge-based Ocean Engineering Project"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24755}
number = {10.18260/p.24755}
}

TY  - CPAPER
AB  -         Student Learning in Challenge-based Ocean Engineering ProjectIt is increasingly being realized by educators that when students are posed with challenges, it canmotivate them to explore and seek the desired science and engineering skills. This type ofeducation is called Challenge-Based Instruction (CBI). Studies have suggested that CBI, ascompared to traditional approaches can increase students’ conceptual knowledge and their abilityto transfer acquired knowledge to newer situations. Furthermore, exposure to real-worldchallenges, especially when presented in an active and practical learning environment increasesboth student interest and pedagogical effectiveness. The National Academy of Engineering(NAE) in its report, “Educating the Engineer of 2020,” contends that solving the GrandChallenges will require more than just providing students with technical training. It argues thatan engineering education must produce graduates who combine technical excellence with amultitude of other skills including communication, teaming, ethical reasoning, and contextualanalysis. Students without exposure to real-world projects during the course of the technicaleducation may neither develop these important skills nor gain sufficient motivation to pursuecareers in engineering. We therefore believe that the introduction of challenge-based engineeringcurricula and projects will create a favorable atmosphere for creativity, increased participationand teamwork.In this paper, we will present our experiences and student learning outcomes when a group ofundergraduate students from diverse science and engineering disciplines (from non-oceanengineering) were exposed to challenge-based ocean engineering project. This group of studentswas tasked to address a specific ocean engineering challenge. It is important to note this effortnot only excited and challenged students to tackle problems outside of their comfort zone butalso yielded non-traditional and out-of box solutions. The expected outcomes were valuabletechnical and problem-solving skills, teamwork, project and time management and other softskills.
AU  - Shyam Aravamudhan
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Student Learning in Challenge-based Ocean Engineering Project
UR  - https://peer.asee.org/24755
DO  - 10.18260/p.24755
ER  -