Transcript Slide 1

Project Based Learning for 1st Year Engineering
Students
Keynote Address
International Symposium for Engineering Education 2008
Dublin City University
Dr Brian Corcoran: School of Mechanical and Manufacturing Engineering
Mr John Whelan: School of Electronic Engineering
The Great Egg Race
Professor Heinz Wolff ordering three colour-coded cardigan-wearing
teams to 'solve a fiendish engineering problem'. This inevitably involved
the use of clothes pegs and bike pumps.
Broadcast on BBC2 from 2nd January 1979 to 12th Sept 1986
Total of 68 episodes in 8 series
1st Year Redesign 2006
To move to a common first year across both Engineering Schools
Complete redesign of all first year programmes
Module
Code
Module Title
EM101
Fundamentals of Electronic & Mechanical Engineering
EM102
Engineering Sciences (Mechanics, Electronics, Energy)
EM103
Engineering Mathematics & Computation
EM104
Basic Sciences for Engineers (Physical, Chemical, Life)
EM105
Professional & Personal Skills for Engineering
EM106
Laboratory & Project Work**
EM107
IT Skills & Software Tools for Engineers
EM108
Programming & Software Development for Engineers
EM106: Laboratory and Project Work
What Type of Project???
Olin College's curriculum is built around hands-on engineering and
design projects. This project-based teaching begins in a student's
freshman year
Objectives of EM106 Project Based Learning
Objectives of the module
• Support the transition from Leaving Certificate to 1st year of college
• Develop skills in design, manufacture and assembly
•Encourage staff student interaction and team work in 1st year
• Encourage problem solving skills in 1st year
• Develop formal and informal line of communication with 1st years
EM106: 1st Year Football Match
‘All 1st Year Students must compete in a soccer match at the end of
Second semester’
To compete in this match they must
• Design and build a remote controlled device using a limited supply of
parts
• The device must not exceed the size of an A4 sheet of paper
• The device must cup and kick the ball
• The ball size will be that of a golf ball
• The pitch size will be 4m*3m
Project Based Learning for 1st Year Engineering
Students Parts List
• RC receiver
• Servo (2 required)
– one for steering
– one for cupping ball
• Solenoid for kicking ball
• Motor Speed Controller
Project Based Learning for 1st Year Engineering
Students Workshop Facilities
Student Up-Skilling in Semester 1
The Class (currently 120 students) complete individual and team tasks
Semester 1:
Mechanical Workshop Skills (weeks 1-6)
Individual Task
Build a model plane
Reading drawings, Marking out, drilling, filing, tapping
Mechanical Drawing (weeks 1-12)
Pencil and paper
Electronic Design (weeks 7-12)
Soldering, PCB assembly and E-CAD circuit design
Labs, Lectures and Presentations (weeks 1-12)
Student Up-Skilling in Semester 2
Semester 2:
Build Phase
(weeks 1-10)
Teams build their final design
Devise work plan and assign tasks
Tech support and guidance given in a well equipped
workshop facility
Labs, Lectures and Presentations (weeks 1-12)
Lectures on recycling, ethics and design
Poster presentations given to a public audiance
Competition and Assessment (weeks 10-12)
1st event is an individual assessment. Score 5 goals
Elimination match for 5 mins
Final project report submitted in week 12
Teaching and Assessment of Project Based Learning
for 1st Year Engineering Students
Semester 1 Marks
Semester 2 Marks
Plane Fabrication
10
Design and Build
30
Concepts Presentation
10
Poster / Goals Scores
15
Speed Control Board
5
Final Report
30
Learning Outcomes for Project Based Learning
Students will be able to
1.
Solve practical engineering problems using basic scientific
knowledge
2.
Use computer packages to write technical reports, create
spreadsheets, make presentations and publish work
3. Use computer aided design (CAD) applications to create
engineering drawings.
4. Use IT skills and software for learning, sourcing and presentation
of material.
5. Will have the ability to plan and complete a project on time.
6. Will have the ability to work effectively within a team to achieve a
desired objective
Project Based Learning
Resources and Logistics for Project Based Learning
Initial set up costs:
Workshop areas
Mechanical Materials
Electronics Kits
Staff Inputs:
Substantial staff student interaction
Contact time cannot be overemphasised
Complex timetabling (within both schools)
Website:
Timetable changes
Groups and assessments
Labs and equipment: Flexible rooms and flexible equipment usage
Public Areas for Presentations and Events
Positive Outcomes of Project Based Learning
Project Based Learning Issues
•No formal exams:
Therefore increased CA
•Considerable informal staff input throughout the year
•Timely feed back required on a regular basis
•Passenger issues (Mentors)
•Lack of contribution within a group (Self Regulation or
Staff Intervention)
Positive Outcomes of Project Based Learning
Increased Level of Staff / Student Participation and Interaction
Excellent BUZZ throughout the year
Limited inputs required to achieve major outputs
Exceptional interest and engagement of students at and early stage
High success rate in this module. Not just to pass the exam
Excellent group work and ice breaker for 1st years
Positive Outcomes of Project Based Learning
Positive Outcomes of Project Based Learning
Project Based Learning
Final Words from Prof Heinz Wolff and Ali G
3rd YEAR FIREMAN PROJECT
Project Based Learning
DO NOT UNDER-ESTIMATE YOUR
1ST YEAR STUDENTS ABILITY TO
APPLY THEMSELVES TO AN
INTERESTING ENGINEERING
PROBLEM
Class of 2008
References
1) Goff,R.M. and Gregg,M.H., ‘ Redesigning of a Freshman Engineering
Program for the new Millenium,’ ASEE Southeastern Regional Conf, April 68, 1998, Orlando, Florida.
2) York, S.C., ‘Providing early design/build opportunities to Freshman
Engineering Students’, ASEE 2002 Annual Conference and Exposition,
Montreal, Quebec, Canada June 16-19, 2002
3) Guizzo, E., ‘The OLIN Experiment’, IEEE Spectrum, Pg 23-28, May 2006
(www.spectrum.ieee.org)
4) ‘Educating the Engineer of 2020’, a report by the National Academy of
Engineering, http://fermat.nap.edu/catalog.11338.html
5) O Hayden, G. and Fox, E. ‘Work in Progress- A freshman Course for
Engineering and Computer Science Students’, 34th ASEE/IEEE Frontiers in
Education Conference, Oct 20th-23rd, Savannah, GA, 2004