TY - CHAP
T1 - Using CDIO Principles for Teaching of Mechanical Design Courses
AU - Jahwari, Farooq Al
AU - Qamar, Sayyad Zahid
AU - Pervez, Tasneem
AU - Maskari, Nasra Al
N1 - Publisher Copyright:
© 2022 IEEE.
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PY - 2022/3/28
Y1 - 2022/3/28
N2 - Conceiving, designing, implementing, and operating (CDIO) is one of the most novel and recent approaches for engineering education. Stressing on active learning as the major instructional tool, it purports to deliver technical knowledge as well as communication and professional skills to engineering students. This paper describes how CDIO principles were used to partially revise design courses in our mechanical engineering program. Two mid-level courses, Creative Design and Machine Design, are presented as case studies. CDIO driven changes in course objectives, instructional strategy, and assessment tools are presented, incorporating active learning elements such as problem-based learning, group learning, and project-based learning. Student groups are required to convert their completed design ideas into an actual product, considering societal, economic, and environmental factors; test the product, and evaluate the challenges and issues. Initial surveys show good response in terms of acceptance and enthusiasm, though both faculty members and students are a little apprehensive about the possible extra workload. The strategy described in this paper is expected to be beneficial for faculty and students in design related courses in particular, and in other engineering and science courses.
AB - Conceiving, designing, implementing, and operating (CDIO) is one of the most novel and recent approaches for engineering education. Stressing on active learning as the major instructional tool, it purports to deliver technical knowledge as well as communication and professional skills to engineering students. This paper describes how CDIO principles were used to partially revise design courses in our mechanical engineering program. Two mid-level courses, Creative Design and Machine Design, are presented as case studies. CDIO driven changes in course objectives, instructional strategy, and assessment tools are presented, incorporating active learning elements such as problem-based learning, group learning, and project-based learning. Student groups are required to convert their completed design ideas into an actual product, considering societal, economic, and environmental factors; test the product, and evaluate the challenges and issues. Initial surveys show good response in terms of acceptance and enthusiasm, though both faculty members and students are a little apprehensive about the possible extra workload. The strategy described in this paper is expected to be beneficial for faculty and students in design related courses in particular, and in other engineering and science courses.
KW - Active learning
KW - CDIO initiative
KW - Conceive Design Implement Operate
KW - Engineering design education
KW - Outcome based
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UR - http://www.scopus.com/inward/citedby.url?scp=85130498617&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/9c11f351-cb94-3996-8088-d7e203093e3c/
U2 - 10.1109/educon52537.2022.9766527
DO - 10.1109/educon52537.2022.9766527
M3 - Chapter
AN - SCOPUS:85130498617
SN - 9781665444347
T3 - IEEE Global Engineering Education Conference, EDUCON
SP - 1683
EP - 1688
BT - Proceedings of the 2022 IEEE Global Engineering Education Conference, EDUCON 2022
A2 - Jemni, Mohammed
A2 - Kallel, Ilhem
A2 - Akkari, Abdeljalil
PB - IEEE Computer Society
T2 - 13th IEEE Global Engineering Education Conference, EDUCON 2022
Y2 - 28 March 2022 through 31 March 2022
ER -