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Industry Supplied CAD Curriculum and Team Project-Based Learning: Case Study on Developing Design, Problem-Solving, Communication, and Group Skills

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Engineering Design Graphics Division Technical Session 2: Instructional

Tagged Division

Engineering Design Graphics

Page Count

14

Permanent URL

https://peer.asee.org/28523

Download Count

63

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Paper Authors

biography

Rustin Deane Webster Purdue University, New Albany

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Dr. Rustin Webster is an assistant professor at Purdue University. He teaches within the Purdue Polytechnic Institute and the department of engineering technology. He specializes in mechanical engineering and computer graphics technology. Prior to joining Purdue, Dr. Webster worked in the Department of Defense field as an engineer, project manager, and researcher. His specialization was in mechanical design, research and development, and business development. He studied at Murray State University and the University of Alabama at Birmingham where his research was on immersive virtual learning environments for educational training purposes. Furthermore, Dr. Webster has received various professional certifications from the American Society of Mechanical Engineers, SolidWorks Corporation, the Project Management Institute, and NACE International.

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Abstract

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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