期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2018
DOI：10.24908/pceea.v0i0.13076
出版社：The Canadian Engineering Education Association (CEEA)
摘要：The University of Ottawa has introduced new introductory engineering design courses that introduces students to engineering design through a Collaborative Project Based Learning (CPBL) environment as it is known for enhancing deep learning, motivating students to cultivate interdependence in learning, problem-solving, and creating interest and excitement in learning. Students work in teams with a client to solve an engineering problem and develop and iterate prototypes. This paper aims at understanding the impact of those two hands-on courses (Engineering Design and Introduction to Product Development and Management) on engineering students’ design skills as well as the factors that impacted the students learning. The factors that are considered in this study are students’ prior knowledge or experience of engineering design, students’ construct locus of control, perception of problem solving ability and team dynamics. A pre-& post-test was administered to students using a validated design process skill assessment tool to quantify students’ progress during the course. Students’ final prototypes were also assessed by external judges from the community to evaluate the quality of students’ designs.
