New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Engineering Design Graphics
This “Work in Progress” describes a hybrid/blended teaching model using discipline-based engineering assignments to enhance student learning in a computer engineering drafting course.
Engineering communication skills are recognized as vital for all engineers to be successful in today’s global economy. Many engineering disciplines rely on students having a sound understanding of computer-aided drafting (CAD) as one of the communication skills they learn while in their engineering program.
Engineering students in many engineering programs are required to take a CAD course. To enable students in these programs to effectively learn CAD and see how their engineering discipline uses it, Utah State University modified the CAD course that all students in civil, environmental and biological engineering take. A hybrid/blended teaching model using multiple instructional components to enhance student learning was used. Components of the model include: (1) a discussion/lecture session, (2) a laboratory session, (3) online self-paced modules, (4) video tutorials, and (5) discipline-based engineering assignments.
Assignments that were previously used in the course were mostly mechanical engineering-based assignments and thus not very relevant to the students taking the course. To assist with the assignment reconfiguration Utah State University recruited the help of students in biological, civil and environmental engineering to create new assignments. In addition, a Ph.D. student with teaching experience in the CAD course oversaw the entire process. The project was funded by the Huntsman Environmental Research Center (HERC).
To measure the effectiveness of this hybrid teaching model, an online survey was created and is currently being disseminated to students in the course on a weekly basis. The online student survey determines the time spent by students on each of the course activities which include weekly assignments, completing the online modules and watching the video tutorials. In addition, the survey includes a section to determine the usefulness and enjoyment factor for each of the course activities. The survey includes questions to determine how the students’ rate the previous assignments compared to the new discipline-based assignment in terms of relevance to their major and which assignment they would prefer to complete if they had the choice.
To encourage student participation in taking the survey, course bonus points are awarded to those who participate in the surveys. Ten to twelve weekly surveys are completed by students throughout the semester. Preliminary results of the surveys indicate that students prefer the new discipline-based assignments as they are relevant to their majors, enjoy the mixture of learning styles used in the course, think the lab and lecture/discussion sessions are useful as a learning method, and think the online modules are time consuming. At the time of the ASEE conference, survey results for the current academic year 2015/2016 (approximately 150 students) will be completed and analyzed.
Mahmoud, M. M., & Becker, K. H. (2016, June), Engineering Computer-Aided Drafting: A Hybrid Teaching Model Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26631
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