June 24, 2017
June 24, 2017
June 28, 2017
Engineering Design Graphics
This case study investigates the extent to which industry supplied computer-aided design (CAD) curriculum and team project-based learning impacts undergraduate engineering technology students’ engineering design, problem-solving, communication, and group participation skills. Evidence for the study comes from nine mechanical and one electrical engineering technology students enrolled in an upper level design course. Instructional materials included a SOLIDWORKS supplied CAD guide and a team project. Part three of the Classroom Activities and Outcomes Survey measured the extent to which the students believed they had made progress in a variety of learning and skill development areas as a result of taking the course. Results indicate that the sequential use of the industry supplied CAD curriculum and the team-based project will produce learning gains in vital engineering skills for engineering technology students. The results support the belief that active and collaborative instructional methods are more effective than the more conventional instructor-led lecture-based. The techniques used and the outcomes from have implications for not only curriculum but also Accreditation Board for Engineering and Technology (ABET) accreditation, who requires institutions to demonstrate that their graduates develop 11 competencies. Three of which are included in this case study. The intent of this paper is to provide a resource for engineering technology educators and administrators on classroom instructional materials that will produce outcomes aligned with ABET accreditation requirements.
Webster, R. D. (2017, June), Industry Supplied CAD Curriculum and Team Project-Based Learning: Case Study on Developing Design, Problem-Solving, Communication, and Group Skills Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28523
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