Assessing design process knowledge in project-based learning: a comparative study in introductory engineering and junior manufacturing courses
Project-based learning (PBL) has gained widespread acceptance as a cutting-edge teaching approach in universities, particularly for imparting engineering design skills. PBL allows students to showcase their design skills and put into practice the theoretical concepts acquired through instruction. Th...
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2024-01-01
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| Series: | Design Science |
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| Online Access: | https://www.cambridge.org/core/product/identifier/S2053470124000295/type/journal_article |
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| author | Emmanuella Ejichukwu DeLean Tolbert Smith Georges Ayoub |
| author_facet | Emmanuella Ejichukwu DeLean Tolbert Smith Georges Ayoub |
| author_sort | Emmanuella Ejichukwu |
| collection | DOAJ |
| description | Project-based learning (PBL) has gained widespread acceptance as a cutting-edge teaching approach in universities, particularly for imparting engineering design skills. PBL allows students to showcase their design skills and put into practice the theoretical concepts acquired through instruction. Throughout the various phases of the design process and project execution, students prepare design artifacts, which serve as tangible indicators of their design skills – an essential competency for engineers. The objective of this research is to evaluate and compare the application of engineering design skills among first-year and third-year engineering students as evidenced by their design artifacts. This comparative analysis aims to pinpoint areas of strength and opportunities for growth, thereby offering a holistic view of student development in design proficiency throughout their undergraduate education. Employing a standardized rubric to evaluate these artifacts allows for an unbiased assessment of the students’ design process acumen. The findings offer insights into the design skill proficiency of two student groups at different points in the design process. It is imperative for engineering educators to strategically highlight every aspect of the design process within PBL, ensuring the comprehensive development of design competencies. |
| format | Article |
| id | doaj-art-c6bdba5e87fd497d8d3a9491ef00fa00 |
| institution | Kabale University |
| issn | 2053-4701 |
| language | English |
| publishDate | 2024-01-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Design Science |
| spelling | doaj-art-c6bdba5e87fd497d8d3a9491ef00fa002024-12-02T10:19:28ZengCambridge University PressDesign Science2053-47012024-01-011010.1017/dsj.2024.29Assessing design process knowledge in project-based learning: a comparative study in introductory engineering and junior manufacturing coursesEmmanuella Ejichukwu0DeLean Tolbert Smith1https://orcid.org/0000-0003-3729-1772Georges Ayoub2Industrial and Manufacturing Systems Engineering Department, University of Michigan – Dearborn, Dearborn, MI, USAIndustrial and Manufacturing Systems Engineering Department, University of Michigan – Dearborn, Dearborn, MI, USAIndustrial and Manufacturing Systems Engineering Department, University of Michigan – Dearborn, Dearborn, MI, USAProject-based learning (PBL) has gained widespread acceptance as a cutting-edge teaching approach in universities, particularly for imparting engineering design skills. PBL allows students to showcase their design skills and put into practice the theoretical concepts acquired through instruction. Throughout the various phases of the design process and project execution, students prepare design artifacts, which serve as tangible indicators of their design skills – an essential competency for engineers. The objective of this research is to evaluate and compare the application of engineering design skills among first-year and third-year engineering students as evidenced by their design artifacts. This comparative analysis aims to pinpoint areas of strength and opportunities for growth, thereby offering a holistic view of student development in design proficiency throughout their undergraduate education. Employing a standardized rubric to evaluate these artifacts allows for an unbiased assessment of the students’ design process acumen. The findings offer insights into the design skill proficiency of two student groups at different points in the design process. It is imperative for engineering educators to strategically highlight every aspect of the design process within PBL, ensuring the comprehensive development of design competencies.https://www.cambridge.org/core/product/identifier/S2053470124000295/type/journal_articleEngineering design skillsAssessmentProject-based learningRubric-based assessmentTeam-based project |
| spellingShingle | Emmanuella Ejichukwu DeLean Tolbert Smith Georges Ayoub Assessing design process knowledge in project-based learning: a comparative study in introductory engineering and junior manufacturing courses Design Science Engineering design skills Assessment Project-based learning Rubric-based assessment Team-based project |
| title | Assessing design process knowledge in project-based learning: a comparative study in introductory engineering and junior manufacturing courses |
| title_full | Assessing design process knowledge in project-based learning: a comparative study in introductory engineering and junior manufacturing courses |
| title_fullStr | Assessing design process knowledge in project-based learning: a comparative study in introductory engineering and junior manufacturing courses |
| title_full_unstemmed | Assessing design process knowledge in project-based learning: a comparative study in introductory engineering and junior manufacturing courses |
| title_short | Assessing design process knowledge in project-based learning: a comparative study in introductory engineering and junior manufacturing courses |
| title_sort | assessing design process knowledge in project based learning a comparative study in introductory engineering and junior manufacturing courses |
| topic | Engineering design skills Assessment Project-based learning Rubric-based assessment Team-based project |
| url | https://www.cambridge.org/core/product/identifier/S2053470124000295/type/journal_article |
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