scholarly journals Impact Of Vertically Integrated Design Projects On First Year Engineering Students

2020 ◽  
Author(s):  
Edward Evans ◽  
H. Michael Cheung ◽  
Rex Ramsier ◽  
Francis Broadway ◽  
Sandra Spickard Prettyman ◽  
...  
Keyword(s):  
Engineering Students ◽  
Integrated Design ◽  
First Year ◽  
Design Projects

scholarly journals Incorporating Real-Life Open-Ended Design Projects In A First Year Design Course

2011 ◽  
Author(s):  
Leonard Lye
Keyword(s):  
North America ◽  
Engineering Students ◽  
Real Life ◽  
Assistive Devices ◽  
First Year ◽  
Charitable Organization ◽  
Non Profit ◽  
The Past ◽  
Local Chapter ◽  
Design Projects

At Memorial University, for the last several years, instructors of the first-year engineering design course have worked closely with the local chapter of the Tetra Society of North America to provide meaningful open-ended doable design projects that are needed by actual clients. Founded in 1987, The Tetra Society of North America is an independent non-profit charitable organization that recruits skilled technical volunteers to design and fabricate custom assistive devices for people with disabilities. In this paper, several projects that have been assigned to students in the past will be described and example solutions provided by students will also be shown. From the feedback of students, instructors, and clients, this collaboration with the Tetra Society has been very successful in providing real, needed, doable projects, with real clients for first year engineering students.

scholarly journals A DESIGN-CENTERED LABORATORY CURRICULUM FOR FIRST-YEAR BIOMEDICAL ENGINEERING STUDENTS

2019 ◽  
Author(s):  
Gabrielle Lam
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
First Year ◽  
Learning Approach ◽  
Laboratory Course ◽  
Structured Design ◽  
Survey Results ◽  
Design Projects

A new first-year biomedical engineering laboratory course was created using a problem-based learning approach. Centered on four semi-structured design projects and experiments, the laboratory course was designed to facilitate meaningful experiential learning. Preliminary analyses of survey results suggest that the semi-structured nature of lab activities is viewed both positively and negatively by students, depending on their perception of preparedness for the project. Its correlation with student performance will be better understood with thorough study of other components of survey results.

scholarly journals MENTOR-MANAGED DESIGN CHALLENGES FOR FIRST YEAR ENGINEERING

2011 ◽  
Author(s):  
Carolyn MacGregor ◽  
Linda Carson
Keyword(s):  
Design Methodology ◽  
Engineering Students ◽  
First Year ◽  
Systematic Design ◽  
Hands On ◽  
Key Features ◽  
Design Projects ◽  
Design Challenge ◽  
Suitable Scope ◽  
Design Challenges

The authors identify the main challenges facing engineering students and instructors during hands-on design projects and give an overview of the mentor-managed approach they take in a first year design course. Key features of the course include mentor management, choosing a design challenge of a suitable scope, providing an appropriate systematic design methodology, and structuring the design project around staged deliverables. They describe, in more detail, two distinctive components of the course: usability testing with modified design walkthroughs, and an introduction to creative practice and design through a Scrapheap Challenge.

scholarly journals A DESIGN CHALLENGE - INCORPORATING DESIGN INTO THE FIRST YEAR ENGINEERING CURRICULUM

2011 ◽  
Author(s):  
Scott B. Nokleby ◽  
Remon Pop-Iliev
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Engineering Curriculum ◽  
Solid Modelling ◽  
Dual Nature ◽  
Engineering Graphics ◽  
Engineering Design Process ◽  
Design Projects ◽  
Institute Of Technology ◽  
The University

This paper outlines a novel engineering graphics and design course at the University of Ontario Institute of Technology (UOIT). The course is designed to enable first year engineering students to learn the engineering design process while at the same time developing strong free-hand sketching and 3-D solid modelling skills. The dual nature of the graphics-design course enables students to learn engineering graphics in a non-isolated manner. The results after two years of offering the course show that first-year team-based projects are feasible and manageable and that first-year engineering students are capable of completing rather complex and innovative solid modelling design projects.

scholarly journals Developing And Implementing Hands On Laboratory Exercises And Design Projects For First Year Engineering Students

2020 ◽  
Author(s):  
Audeen Fentiman ◽  
Robert J. Gustafson ◽  
John Merrill ◽  
John Demel ◽  
Richard Freuler
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Hands On ◽  
Design Projects

scholarly journals IMPORTANCE OF FIRST-YEAR ENGINEERING DESIGN PROJECTS TO SELF-EFFICACY: DO FIRST-YEAR STUDENTS FEEL LIKE ENGINEERS?

2012 ◽  
Author(s):  
Jon Michael ◽  
J Booth ◽  
Thomas E Doyle
Keyword(s):  
Self Efficacy ◽  
Engineering Students ◽  
First Year ◽  
Primary Concern ◽  
First Year Students ◽  
Engineering Programs ◽  
Design Project ◽  
Mastery Experiences ◽  
Design Projects ◽  
Vicarious Experiences

Self-efficacy, a belief that one can achieve a certain level of attainment, is important to student retention in engineering and technology fields. Developing ways to increase self-efficacy should be a primary concern for engineering programs. Several key tasks will be investigated including (a) the importance of design projects to self-efficacy in first-year engineering, and (b) making first-year engineering students feel like engineers. A team-based “Cornerstone” design project was undertaken by first-year engineering students as part of a Design and Graphics course. Two groups of first- year engineering students were surveyed, (1) students who had completed the course and design project in first term, and (2) students who were enrolled in the second term offering of the same course, before completing the design project. The survey focused on Bandura’s four identified sources of self-efficacy: (a) Mastery experiences, (b) Vicarious experiences, (c) Social persuasions, and (d) Physiological states, as well as a fifth often added characteristic (e) Drive and motivation. Additionally, students were asked to quantify their agreement or disagreement to the statement “I feel like an Engineer.” This paper will present the results between these two groups and will be of interest to faculty involved in freshmen design.

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