ENGINEERING AND DESIGN:
Implementation and Assessment of Teaching Methodologies to
Empower Student Learning
What pedagogies empower student learning?
How do we assess learning?
May 14, 2014
Daniela Pusca, Ph.D., P.Eng.
Jacqueline Stagner, Ph.D., P.Eng.
Concerns at the beginning of the
course:
• How to make the first year course exciting
• How to communicate what engineers actually do
• How to develop an understanding of the design
processes
• How to assess the students’ learning
Challenges for The First Year
Engineering Students
 Not familiar with the design process used within
engineering
 May also not recognize the real problem to be
solved and what are the limitations in achieving a
solution
 Not familiar with the various aspects of project
management
Learning Outcomes and the
Graduate Attributes
Ability to design
solutions for openended engineering
problems and to design
systems and
components.
Communication skills
Teamwork and
leadership skills
Ability to to identify, formulate,
and analyze engineering
problems
GRADUATE
ATTRIBUTES
Ability to create, select,
apply, and adapt
modern engineering
tools
Learning Outcomes
No.
Learning
Outcome
Code
2a
Learning Outcome
1
Classify a given problem, and the type of solution sought.
2
3
4
Problem Analysis
Determine primary objectives and key constraints.
Identify existing solution processes that can be applied to solve a problem.
Extract engineering requirements from relevant engineering Codes and Standards.
Apply formal idea generation tools to develop a diverse set of candidate engineering
design solutions.
2b
2b
4a
Use models to generate a diverse set of candidate engineering design solutions.
4b
Apply formal multi-criteria decision making tools to select candidate engineering
design solutions for further development.
Refine a conceptual design into a detailed design.
Use of Engineering Tools
Create engineering designs: Use of CAD tools.
Individual and Team Work
Complete a successful project.
Illustrate concepts in graphical form.
Communication Skills
Relate ideas in a multi-modal manner – visually, textually and orally.
4c
5
6
7
8
9
10
11
12
Design
Learning Outcomes from the University of Toronto attribute tables posted on the EGAD website,
http://egad.engineering.queensu.ca/?page_id=1207
4b
4d
5a
6c
7a
7b
Evaluation Methods
Method of Evaluation
Related Learning Outcomes
Mid-Term Exam
Learning Outcome 11
Drafting Portfolio: Class Sketches,
Laboratory assignments
(individual)
Design Portfolio
(group)
Progress Tests I
Learning Outcomes 4, 9, 10, 11, and 12
Progress Tests II
Learning Outcome 11
Progress Tests III
Learning Outcome 11
Progress Tests IV
Learning Outcome 9
Oral Presentation
Learning Outcome 12
Learning Outcomes 1, 2, 3, 5, 6, 7, 8, 10,
and 12
Learning Outcome 11
Methods of Instruction
Qualitative Data
ISSUES
Initial Course
Design
New Course
Design
Yes
No
1.2.1 Case-based teaching
Yes
Yes
1.2.2 Inquiry-based learning
No
Yes
1.2.3 Discovery learning
No
Yes
1.2.4 Problem/project-based
learning
Yes
Yes
1.0 Course Design
1.1 Traditional teaching
methods
1.2 Inductive teaching methods
The multitude of approaches that may be used were mapped
against what we want students to learn (desired attributes).
Methods of Instruction
More student-centered, activity-based teaching and learning
Inductive teaching
methods
How it was implemented
Students study cases that reflect all of
1.2.1 Case-based teaching the teaching points the instructor wishes
to convey.
1.2.2 Inquiry-based
Exercises/applications solved during
learning
lecture time (answer = desired learning)
Applications during lecture time:
1.2.3 Discovery learning
examination and analysis of given
models to discover design concepts
1.2.4 Problem/projectInvolves assignments that call for
based learning
students to design a product
1.2.1 Case-Based Teaching
Students study cases involving scenarios likely
to be encountered in professional practice.
Example:
For each case, be able to IDENTIFY the techniques used
to develop concepts
• Teflon (Design by accident)
• So What’s wrong with Our Toaster? (Checklisting)
• Jokes for Trash (Inversion)
Source: Engineering by Design author Gerard Voland, Publisher: Prentice Hall, 2004
1.2.2 Inquiry-Based Learning
Students are presented with:
• a question to be answered / interpreted
Accomplish the desired learning in the process of
responding to that challenge
Example: Circular sweep
The desired learning:
• an axis of rotation has to be defined
• location of the axis relative to the profile can greatly affect the
resulting sweep
• angular displacements other than 360 degrees can be specified
Inquiry-Based Learning
Cont’d
Example:
Circular sweep
Challenge:
Match the objects with
the profiles
Source: Introduction to Graphics
Communications for Engineers (4th
edition), by Gary R. Bertoline, McGraw-Hill
Higher Education
Inquiry-Based Learning
Cont’d
Example:
Circular sweep
Challenge:
Match the objects with
the profiles
Source: Introduction to Graphics
Communications for Engineers (4th
edition), by Gary R. Bertoline, McGraw-Hill
Higher Education
1.2.3 Discovery Learning
Learning takes place not through instruction, but
through examination and analysis.
Example: Visualization by surfaces
The desired learning:
• to read 2D engineering drawings,
• to develop mental 3D images of the objects
• to improve the ability to visualize multiview drawings
Discovery Learning
Cont’d
Example:
Visualizing 3D
objects
Challenge:
Match the given
surface letter from
a pictorial drawing
with the
corresponding
surface from the
multiview drawing
Source: Introduction to Graphics Communications for Engineers (4th edition), by
Gary R. Bertoline, McGraw-Hill Higher Education
Discovery Learning
Cont’d
Example:
Visualizing 3D
objects
Challenge:
Match the given
surface letter from
a pictorial drawing
with the
corresponding
surface from the
multiview drawing
Source: Introduction to Graphics Communications for Engineers (4th edition), by
Gary R. Bertoline, McGraw-Hill Higher Education
1.2.3 Problem/Project-Based Learning
Project-based learning
Problem-based learning
•Involves assignments that call
for students to design a product
•Involves assignments that call
for students to design a product
•The culmination of the project is
a written and oral report
summarizing what was done to
achieve the final design
• The solution process is more
important than the final design.
• Students apply previously
acquired knowledge
• Students have not previously
received formal instruction in
the necessary background
material
A directed project-based learning approach
Implementation
Analysis
Needs
assessment
ENGINEERING
DESIGN
PROCESS
Abstraction
and synthesis
Problem
formulation
Activity Characteristics:
 Students work in groups and develop team,
leadership, and task completion skills
 Apply what they were taught during the first part of
the lectures:
visualisation
techniques
sketching
isometric
drawing
orthographic
projection
 Students brainstorm different solutions for the
design problems
 Present their ideas through a variety of
communication techniques
visual
written
oral
Instructor’s role
 Student-centred teaching
 Provides the necessary skills for project
management and graphical communication of the
design solution
 Promotes positive attitude and group effort
 Acts as project manager
GA’s Role
 Form the project (design) groups (5-6 students)
 Guide the students
 Provide feedback
 Assist the students to access resources
needed to solve the problem/situation
Open-Ended Design Projects Assigned:
•
•
•
•
•
•
•
Aluminum can crusher
Toothpaste dispenser
Ball return
Wheelchair vehicle lift
Sports wheelchair
Multipurpose ladder for home use
Multipurpose study desk
Communication Assignments
 Requirements for each design team:
a notebook
three milestone reports
the final report
oral presentation
Feedback from Students
Regarding PBL
• Two questionnaires were delivered in order to
assess the new course design from students’
perspective.
• Linear scale used:
1=not useful, 2=useful, 3=extremely useful
Communication practicesresults based on post-course questionnaire
Project managementresults for post-course questionnaire
Conclusions Regarding PBL
 Good aspects associated with the course design
 Issues that must be improved:
• Interactions with TAs
• Interactions with team members
 Positive feedback in regard with communication
practices - no average score below 2
Today, the concerns still are:
• How to make the first year course exciting
• How to better communicate what engineers do
• How to develop a better understanding of the
design processes
• How to assess the students learning
Goal
Adventurous
Exciting
Rigorous
Creative
Demanding