Integration of Micro Design-Build-Test Projects in Instructor-Centered Courses to Increase Student Confidence
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 144, Issue 2
Abstract
The growing demand for highly skilled graduates coupled with institutional mandates to reduce minimum graduation credit hour requirements is compelling higher educators to optimize the deployment strategy of high-impact pedagogical practices to maintain their broad educational learning outcomes. In this case study, a micro design-build-test project is deployed at the first, second, and third academic years, respectively, to increase student engineering design confidence, motivation, communication ability, analytical skills, and computer competency. The projects are rooted in constructionist learning theory and project-based learning pedagogy. Students work with engineering and computer-assisted design software, three-dimensional printers, mechanical testing equipment, spreadsheets, Microsoft PowerPoint, and word processors. The microtreatment lasts between 2 and 3 weeks. These projects are designed for integration within traditional instructor-centered courses and are shown to significantly increase student confidence and motivation, especially in female students. The results presented here indicate that engineering design self-confidence can be significantly impacted with a short-term microtreatment that is relatively less time-consuming to prepare than a complete pedagogical transformation.
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Acknowledgments
The research reported in this paper was sponsored by Lamar University through the Presidential Faculty Fellowship Award. The contents of this report reflect the views of the writers, who are responsible for the facts and accuracy of the data presented. The contents do not necessarily reflect the views of Lamar University.
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Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 144 • Issue 2 • April 2018
Copyright
©2018 American Society of Civil Engineers.
History
Received: Oct 3, 2016
Accepted: Aug 22, 2017
Published online: Jan 19, 2018
Published in print: Apr 1, 2018
Discussion open until: Jun 19, 2018
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