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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.

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Page 1: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

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.

Page 2: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

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

Page 3: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

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

Page 4: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Teamwork and leadership skills

Communication skills

Learning Outcomes and the Graduate Attributes

Ability to design solutions for open-ended engineering problems and to design systems and components.

GRADUATE ATTRIBUTES

Ability to to identify, formulate, and analyze engineering problems

Ability to create, select, apply, and adapt modern engineering tools

Page 5: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

No. Learning OutcomeLearning Outcome

Code

1 Classify a given problem, and the type of solution sought. 2a

2 Determine primary objectives and key constraints. 2b

3 Identify existing solution processes that can be applied to solve a problem.   2b

4 Extract engineering requirements from relevant engineering Codes and Standards. 4a

5Apply formal idea generation tools to develop a diverse set of candidate engineering design solutions.

4b

6 Use models to generate a diverse set of candidate engineering design solutions. 4b

7Apply formal multi-criteria decision making tools to select candidate engineering design solutions for further development.

4c

8 Refine a conceptual design into a detailed design. 4d9 Create engineering designs: Use of CAD tools. 5a

10 Complete a successful project. 6c11 Illustrate concepts in graphical form. 7a12 Relate ideas in a multi-modal manner – visually, textually and orally. 7b

Learning Outcomes

Learning Outcomes from the University of Toronto attribute tables posted on the EGAD website, http://egad.engineering.queensu.ca/?page_id=1207

Problem Analysis

Design

Individual and Team Work

Use of Engineering Tools

Communication Skills

Page 6: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Evaluation Methods Method of Evaluation Related Learning Outcomes

Mid-Term Exam Learning Outcome 11

Drafting Portfolio: Class Sketches, Laboratory assignments(individual)

Learning Outcomes 4, 9, 10, 11, and 12

Design Portfolio(group)

Learning Outcomes 1, 2, 3, 5, 6, 7, 8, 10, and 12

Progress Tests I  

Learning Outcome 11

Progress Tests II  

Learning Outcome 11

Progress Tests III  

Learning Outcome 11

Progress Tests IV Learning Outcome 9

Oral Presentation Learning Outcome 12

Page 7: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Methods of Instruction

The multitude of approaches that may be used were mapped against what we want students to learn (desired attributes).

ISSUES

Qualitative Data

Initial Course Design

New Course Design

1.0 Course Design

1.1 Traditional teaching methods

Yes No

1.2 Inductive teaching methods

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

Page 8: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Methods of Instruction More student-centered, activity-based teaching and learning

Inductive teaching methods

How it was implemented

1.2.1 Case-based teachingStudents study cases that reflect all of the teaching points the instructor wishes to convey.

1.2.2 Inquiry-based learning

Exercises/applications solved during lecture time (answer = desired learning)

1.2.3 Discovery learningApplications during lecture time: examination and analysis of given models to discover design concepts

1.2.4 Problem/project-based learning

Involves assignments that call for students to design a product

Page 9: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

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

Page 10: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

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

Page 11: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Inquiry-Based LearningCont’d

Source: Introduction to Graphics Communications for Engineers (4th edition), by Gary R. Bertoline, McGraw-Hill Higher Education

Example: Circular sweep

Challenge:Match the objects with the profiles

Page 12: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Inquiry-Based LearningCont’d

Source: Introduction to Graphics Communications for Engineers (4th edition), by Gary R. Bertoline, McGraw-Hill Higher Education

Example: Circular sweep

Challenge:Match the objects with the profiles

Page 13: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

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

Page 14: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Discovery LearningCont’d

Source: Introduction to Graphics Communications for Engineers (4th edition), by Gary R. Bertoline, McGraw-Hill Higher Education

Example: Visualizing 3D objects

Challenge: Match the given surface letter from a pictorial drawing with the corresponding surface from the multiview drawing

Page 15: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Discovery LearningCont’d

Source: Introduction to Graphics Communications for Engineers (4th edition), by Gary R. Bertoline, McGraw-Hill Higher Education

Example: Visualizing 3D objects

Challenge: Match the given surface letter from a pictorial drawing with the corresponding surface from the multiview drawing

Page 16: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

1.2.3 Problem/Project-Based Learning

Project-based learning

•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

• Students apply previously acquired knowledge

Problem-based learning

•Involves assignments that call for students to design a product

• The solution process is more important than the final design.

• Students have not previously received formal instruction in the necessary background material

Page 17: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

A directed project-based learning approach

Needsassessment

Problem formulation

Abstraction and synthesis

Analysis

 Implementation

ENGINEERING DESIGN

PROCESS

Page 18: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

visualisation techniques

Students work in groups and develop team, leadership, and task completion skills

Apply what they were taught during the first part of the lectures:

sketching isometric drawing orthographic

projection

Activity Characteristics:

Page 19: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Students brainstorm different solutions for the design problems

Present their ideas through a variety of communication techniques

visual written oral

Page 20: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

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

Page 21: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

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

Page 22: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

• Aluminum can crusher• Toothpaste dispenser• Ball return• Wheelchair vehicle lift• Sports wheelchair• Multipurpose ladder for home use• Multipurpose study desk

Open-Ended Design Projects Assigned:

Page 23: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Communication Assignments

Requirements for each design team:a notebookthree milestone reportsthe final report oral presentation

Page 24: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

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

Page 25: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Communication practices-results based on post-course questionnaire

Page 26: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Project management-results for post-course questionnaire

Page 27: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

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

Page 28: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

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

Page 29: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How

Goal

Exciting

Creative

Rigorous

Demanding

Adventurous

Page 30: ENGINEERING AND DESIGN: Implementation and Assessment of Teaching Methodologies to Empower Student Learning What pedagogies empower student learning? How