Magda, D. J. (2016, June), Implementation of "We Learn by Teaching"  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25572

\bibitem{asee_peer_25572}
  Magda, D. J. (2016, June), \emph{Implementation of "We Learn by Teaching"}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25572

Daniel J. Magda.  "Implementation of "We Learn by Teaching"".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25572 Internet.  08 Feb, 2025

\bibitem{asee_peer_25572}
  Daniel J. Magda.
  "Implementation of "We Learn by Teaching"".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25572 Internet.  08 Feb, 2025

@INPROCEEDINGS{asee_peer_25572
author = "Daniel J. Magda"
title = "Implementation of "We Learn by Teaching""
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25572}
number = {10.18260/p.25572}
}

TY  - CPAPER
AB  - Implementation of “We Learn by Teaching” 
Within Capstone Design

There are many quotes from great historians and current educators about the process of teaching and the benefits of learning. One effective method comes from the simple Latin Proverb “We learn by teaching”. This process of learning from teaching is also associated with Kolb’s experiential learning cycle. Kolb’s methods of learning were implemented in a senior capstone design class where student learning is assessed. The capstone students are required to identify an educational need within the mechanical engineering technology program This need is discussed with the faculty for the development of a hands-on laboratory instrument that will facilitate learning in the program. The outcomes from these discussions determine the design requirements for the capstone project. These capstone students must also learn the design process that has milestones with diliverables associated with a Gantt chart and work breakdown structure. They must also develop an instructional lab with a series of questions that helps reinforce the theory taught in the classroom. And finally they are required to teach this lab to their peers. The design premise/requirement to the capstone students is that they must incorporate at least three core areas of the curriculum into their team project. This will provide future implementation of the lab to different areas of study with the mechanical engineering technology program. The areas of study for this lab apparatus in this paper includes measurements and instrumentations with LabView, strength of materials, heat transfer and material behavior. The assessment included in the final paper is twofold. The capstone students are assessed in the area of retention of fundamental core knowledge upon graduation while a performance-based assessment method consisting of a blind student survey evaluates student learning for the undergraduate students. Both assessments indicated positive results for retention with the senior capstone class and learning through hands-on laboratories taught to freshmen and sophomore students by the capstone students.

AU  - Daniel J. Magda
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Implementation of "We Learn by Teaching"
UR  - https://peer.asee.org/25572
DO  - 10.18260/p.25572
ER  -