Harirforoush, R. (2024, March), The benefits of design-project learning approach in an engineering course  Paper presented at 2024 ASEE North Central Section Conference, Kalamazoo, Michigan. 10.18260/1-2--45639

\bibitem{asee_peer_45639}
  Harirforoush, R. (2024, March), \emph{The benefits of design-project learning approach in an engineering course}
  Paper presented at 2024 ASEE North Central Section Conference, Kalamazoo, Michigan.
  10.18260/1-2--45639

Reza Harirforoush.  "The benefits of design-project learning approach in an engineering course".  2024 ASEE North Central Section Conference, Kalamazoo, Michigan, 2024, March.  ASEE Conferences, 2024.  https://peer.asee.org/45639 Internet.  15 May, 2024

\bibitem{asee_peer_45639}
  Reza Harirforoush.
  "The benefits of design-project learning approach in an engineering course".
  \emph{2024 ASEE North Central Section Conference, Kalamazoo, Michigan, 2024, March}.
  ASEE Conferences, 2024.
  https://peer.asee.org/45639 Internet.  15 May, 2024

@INPROCEEDINGS{asee_peer_45639
author = "Reza Harirforoush"
title = "The benefits of design-project learning approach in an engineering course"
booktitle = "2024 ASEE North Central Section Conference"
year = "2024"
month = "March"
address = "Kalamazoo, Michigan"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45639}
number = {10.18260/1-2--45639}
}

TY  - CPAPER
AB  - Title: The benefits of design-project learning approach in an engineering course
The Project-Based Learning (PBL) approach has been widely used as a pedagogical method in which students achieve a shared goal through collaboration and gain knowledge and skills by working for a specific time to investigate and respond to engaging and complex problems. The method has been explored in various contexts and in different phases of schooling, from elementary to higher education. Several studies have focused on the effectiveness of the method in engineering education. However, little is known about design-project based approach utilizing PBL to enhance students’ learning experience.

This paper explains the benefits of using a design-project approach in the kinematics course, offered as an essential component of the mechanical engineering curriculum. The design-project method integrates the PBL approach and requires students to apply their theoretical knowledge to develop a prototype or concept addressing a real-life problem. The framework instructs students to identify a real-world problem, devise an engineering and systematic approach to solve it in a group of three, build a prototype, present the work in class, and finally write a technical report. Participants include undergraduate students enrolled in the kinematics course. Their performance was assessed using rubrics.

The design-project approach provides students with an opportunity to enhance their critical thinking and problem-solving skills, as well as explore innovative ideas. Moreover, the approach improves students' communication skills, teaching them to explain design decisions and receive constructive feedback. Completing design projects allows students to build a portfolio, which can be used as an asset when seeking internships, jobs, or further education. Finally, this design-project involves the use of various technologies (i.e., 3D printers) and tools to build a prototype, significantly benefiting students in their future careers. This paper concludes with recommendations regarding the design-project approach.

AU  - Reza Harirforoush
CY  - Kalamazoo, Michigan
DA  - 2024/03/22
PB  - ASEE Conferences
TI  - The benefits of design-project learning approach in an engineering course
UR  - https://peer.asee.org/45639
DO  - 10.18260/1-2--45639
ER  -