June 26, 2011
June 26, 2011
June 29, 2011
Design in Engineering Education
22.969.1 - 22.969.12
INTRODUCTORY PROJECT- BASED DESIGN COURSE TO MEET SOCIOECONOMIC CHALLENGESABSTRACTAn active/cooperative, introductory engineering design course is planned, implemented,assessed, and evaluated using the project-based learning approach to allow freshmanlevel students to gain professional hands-on engineering design experience. The courseproject exposes the students to important contemporary issues, and excites their interestto address them in a creative way. The students are guided to discover by themselveshow and why engineering approaches work, rather than simply providing a recipe for asolution. The open-ended design process allows the students to discover underlyingcomplex engineering and scientific principles, and provide motivation for further studyand engagement.Throughout the course the students function on effective design teams to practice guidedconceptual design, project planning, and manufacturing of the designed artifact. Thefactory based learning environment is applied during the artifact implementation. Theworkshop activities are structured to permit the students to practice the roles of qualityassurance, quality control, supervision and process planning.The course introduces engineering design practices through guided design phases andprovides the students with an opportunity to practice team work, quality principals,communication skills, life-long learning, realistic constraints, and global awareness ofcurrent domestic and global challenges. Each semester a new project is introduced in theform of a real-life design proposal prepared by an assumed customer to address onecontemporary issue. The course is carried out in an active/cooperative learningenvironment with suitable class layout integrated with a workshop that simulates a smallindustrial factory. In addition to several successive design reports and two in-classassignments, the students are required by the end of the semester to communicate, clearlyand concisely, the details of their design both orally and in writing through a functionalartifact/prototype, a design notebook, an A0 project poster, and a final oral presentation.In addition to these direct assessment tools several indirect measures are used to insuretriangulation including class feedback forms, process checks, entry and exit surveys andcourse evaluation questionnaire. Students are asked to peer assess the work of theirclassmates and to self-assess their own work before submission. Quality principles areenforced in each learning activity. Assignments are based on customer expectations andare assessed using a detailed checklist as: Exceeds expectations, Meets expectations,Acceptable, Needs Improvement, or represents No Credible Effort. Engineeringprofessionalism is enforced and lapses are used to punish any unprofessional behavior.Bonus points are used, on the other hand, to encourage top performance. End ofsemester course evaluation is based on satisfying both course learning outcomes andcourse-supported program outcomes.The course was implemented for the first time in fall 2009. The students were asked todesign a small wind turbine suitable for home use as a part of a long term design projectof smart houses of zero electricity consumption and zero emission to the environment.During the summer semester the students were asked to design a stand-alonephotovoltaic system for a small clinic situated in a natural reserve away from the nationalelectricity grid. Direct and indirect assessment tools indicated high level of achievementof course learning outcomes together with a high level of students’ self- satisfaction.
Al-Bahi, A. M., & Abdulaal, R. M., & Soliman, A. Y., & Iskanderani, F. I. (2011, June), Introductory Project-Based Design Course to Meet Socioeconomic Challenges Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18191
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