Instructor Experiences Implementing Two Engineering Graphics Courses using Mastery-Based Grading and Project-Based Learning

Samantha Hoang; Corin L. Bowen; Gustavo B Menezes; Shardul Panwar

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Engineering Design Graphics Division (EDGD) Technical Session 1
Tagged Division: Engineering Design Graphics Division (EDGD)
Page Count: 12
DOI: 10.18260/1-2--56814
Permanent URL: https://peer.asee.org/56814
Download Count: 3

Paper Authors

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Samantha Hoang Seattle University

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Dr. Samantha Hoang is an Assistant Professor in the Mechanical Engineering Department at Seattle University. Dr. Hoang earned her PhD in Mechanical Engineering from the University of Washington in 2022 and her BS in Engineering from Harvey Mudd College in 2017. Her dissertation was on the high-fidelity modeling and simulation of large multi-rotor drones. She plans to continue her research on multi-rotor drones with the help of undergraduate researchers and explore new research directions specifically in engineering education.

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Corin L. Bowen California State University, Los Angeles orcid.org/0000-0002-0910-8902

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Corin (Corey) Bowen is an Assistant Professor of Engineering Education, housed in the Department of Civil Engineering at California State University - Los Angeles. Her engineering education research focuses on structural oppression in engineering systems, organizing for equitable change, and developing an agenda of Engineering for the Common Good. She teaches structural mechanics and sociotechnical topics in engineering education and practice. Corey conferred her Ph.D. in aerospace engineering from the University of Michigan - Ann Arbor in April 2021; her thesis included both technical and educational research. She also holds an M.S.E. in aerospace engineering from the University of Michigan - Ann Arbor and a B.S.E. in civil engineering from Case Western Reserve University, both in the areas of structural engineering and solid mechanics.

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Gustavo B Menezes California State University, Los Angeles

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Gustavo Menezes is a professor of civil engineering in the College of Engineering, Computer Science, and Technology.
His technical research has focused on subsurface water quality and availability. He is interested in investigating the physicochemical processes related to water infiltration through the vadose zone using lab experiments and computer models. More specifically, his research uses steady-state centrifugation method to simulate and investigate flow conditions in unsaturated soils. Over the years, he has developed a passion for Engineering Education Research and for creating an educational model that meet the demands of Cal State LA students while leveraging their assets. Recently, he has worked with a group of faculty on a National Science Foundation-funded integrated curriculum for sophomores, a service learning summer bridge program for rising sophomores, and the First Year Experience @ ECST, which focuses on supporting students throughout their first year at the college. Currently he leads a team of faculty working on the NSF-funded Eco-STEM project that focuses on Transforming STEM Education using an Asset-Based Ecosystem Model. He also serves as the department chair of the Civil Engineering Department. Since 2009, he has taught courses in environmental engineering and water resources at Cal State LA.
Born in Belo Horizonte, Brazil, Menezes received his Ph.D. in infrastructures and environmental systems from the University of North Carolina, Charlotte.

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Shardul Panwar California State University, Los Angeles

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Abstract

This research paper presents the pedagogical approach and some common themes of faculty reflections on the implementation of two engineering graphics courses that utilize mastery-based grading and project-based learning. Mastery learning is based on the philosophical foundation that any student can learn any topic given enough time and support, rejecting the premise of learning as linear. Mastery-based grading is an assessment methodology that provides students a non-punitive way to practice these topics with feedback from their instructor. Mastery-based grading has been shown to have largely positive impacts on student learning by being non-punitive in nature and providing students multiple opportunities to demonstrate mastery of a subject. Mastery-based grading also increases students’ achievement of learning outcomes, since the mastery structure requires students to fully understand and apply concepts before moving on to other learning objectives, unlike traditional numerical grading. This style of grading works well for engineering graphics courses because the generation of engineering graphics is a skill that develops and is retained through repeated practice. By requiring students to practice a skill until it is mastered, the amount that each student will learn and retain should increase. The flexibility of a non-linear learning trajectory means it can adapt to the needs of individual students, a significant move toward educational equity. A project-based approach to engineering graphics education also provides increased opportunity for student engagement, with projects tailored to students’ lives and interests, and exploratory approaches prompt more critical thinking throughout the learning experience, rather than regurgitation.

This paper discusses the development and implementation of mastery-based and project-based courses at two different institutions. The first course is a required, first-year, 3 credit lecture and laboratory course using Onshape taught by one faculty member at a mid-sized, private institution that transitioned from a traditional grading scheme. The second course is a required, first-year, 1-credit laboratory course using AutoCAD taught by a team of three faculty members at a large, public, majority-minority institution. First, the implementation of the two courses in question will be compared by comparing the syllabi of the courses. Then, a thematic analysis of reflections provided by the four faculty involved in teaching and developing the courses will be presented. The analysis will compare the experiences of each faculty member and how the differing implementation of the courses may have affected those experiences. The combination of these experiences and reflections will give insight into the variety of ways that mastery-based grading and project-based learning can be implemented. The insights provided in the faculty reflections highlight important considerations for those implementing mastery-based grading and project-based learning in engineering graphics courses.

Citation
Format

Hoang, S., & Bowen, C. L., & Menezes, G. B., & Panwar, S. (2025, June), Instructor Experiences Implementing Two Engineering Graphics Courses using Mastery-Based Grading and Project-Based Learning Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--56814

TY - CPAPER
AB - This research paper presents the pedagogical approach and some common themes of faculty reflections on the implementation of two engineering graphics courses that utilize mastery-based grading and project-based learning. Mastery learning is based on the philosophical foundation that any student can learn any topic given enough time and support, rejecting the premise of learning as linear. Mastery-based grading is an assessment methodology that provides students a non-punitive way to practice these topics with feedback from their instructor. Mastery-based grading has been shown to have largely positive impacts on student learning by being non-punitive in nature and providing students multiple opportunities to demonstrate mastery of a subject. Mastery-based grading also increases students’ achievement of learning outcomes, since the mastery structure requires students to fully understand and apply concepts before moving on to other learning objectives, unlike traditional numerical grading. This style of grading works well for engineering graphics courses because the generation of engineering graphics is a skill that develops and is retained through repeated practice. By requiring students to practice a skill until it is mastered, the amount that each student will learn and retain should increase. The flexibility of a non-linear learning trajectory means it can adapt to the needs of individual students, a significant move toward educational equity. A project-based approach to engineering graphics education also provides increased opportunity for student engagement, with projects tailored to students’ lives and interests, and exploratory approaches prompt more critical thinking throughout the learning experience, rather than regurgitation.

This paper discusses the development and implementation of mastery-based and project-based courses at two different institutions. The first course is a required, first-year, 3 credit lecture and laboratory course using Onshape taught by one faculty member at a mid-sized, private institution that transitioned from a traditional grading scheme. The second course is a required, first-year, 1-credit laboratory course using AutoCAD taught by a team of three faculty members at a large, public, majority-minority institution. First, the implementation of the two courses in question will be compared by comparing the syllabi of the courses. Then, a thematic analysis of reflections provided by the four faculty involved in teaching and developing the courses will be presented. The analysis will compare the experiences of each faculty member and how the differing implementation of the courses may have affected those experiences. The combination of these experiences and reflections will give insight into the variety of ways that mastery-based grading and project-based learning can be implemented. The insights provided in the faculty reflections highlight important considerations for those implementing mastery-based grading and project-based learning in engineering graphics courses.
AU - Samantha Hoang
AU - Corin L. Bowen
AU - Gustavo B Menezes
AU - Shardul Panwar
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - Instructor Experiences Implementing Two Engineering Graphics Courses using Mastery-Based Grading and Project-Based Learning
UR - https://peer.asee.org/56814
DO - 10.18260/1-2--56814
ER -