Implementing Mastery-Based CAD Activities into an Introduction-to-Engineering Design Course to Develop Entrepreneurial Mindset

Breigh Nonte Roszelle

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: MECH - Technical Session 4: Innovation in Engineering Education Methods
Tagged Division: Mechanical Engineering Division (MECH)
Permanent URL: https://peer.asee.org/47582

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Paper Authors

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Breigh Nonte Roszelle University of Denver

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Dr. Breigh Roszelle currently serves as the Associate Dean for Undergraduate Studies in the Ritchie School of Engineering and Computer Science and a Teaching Professor in the Department of Mechanical and Materials Engineering at the University of Denver.

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Abstract

The diversity of student backgrounds can be apparent during first year engineering courses. Some students are exposed to engineering topics and advanced math and science courses during high school, while some may be taking calculus and physics for the first time. Therefore, introductory courses have the unique job of both sparking the interest in engineering for students less familiar with the topic and keeping students who are more knowledgeable in topics engaged.

To address some of these differences, a change was made to the way computer aided design, CAD, has been taught during a first-year engineering course. This included a shift to a mastery-based system to allow for different incoming knowledge bases of students. This change was also done with the goal of adding a more direct connection to teaching students about the entrepreneurial mindset (EM).

Previously, CAD had been taught using a book tutorial and while overall the students had a decent experience with the project, many would become frustrated with the tutorials as they did not allow resources to help with troubleshooting. It should also be noted that some students were able to follow the tutorials and complete the parts, however when asked to build a simple part on their own they could not do so without step-by-step guidance. On the other hand, many students with previous CAD experience found the tutorials to be tedious and not an effective way to show their skill set.

The new mastery method allows students to develop stackable CAD skills that are assessed through a series of hands-on quizzes. If a student successfully completes all the quizzes, they receive a passing grade of 70% for the CAD portion of the class. If a student wants to raise this grade, they can complete individual projects that add to their skill set. This allows students more autonomy in deciding what to learn when it comes to CAD. For students with no CAD experience, they walk away with a valuable set of initial skills they can build upon, while students with familiarity can show these abilities quickly and move on to developing new skills. The flexible deadline structure of mastery-based learning also allows students to take responsibility for their own learning, another important skill for first year students.

The mastery method allows for a connection to EM through learning from failure and creating value. Students are allowed to take quizzes as many times as they need until they pass, creating an environment where they can learn from their mistakes. Additionally, by allowing students to select what skills they would like to learn more about during the individual projects, they are helping to create value through their own knowledge and skill sets. These lessons are reiterated through class activities on EM during the term.

Students will be surveyed upon completion of the course and asked to self-asses their CAD skills including their confidence level in what they know about CAD, their confidence in their ability to learn new skills, and their overall understanding of EM.

Citation
Format

Roszelle, B. N. (2024, June), Implementing Mastery-Based CAD Activities into an Introduction-to-Engineering Design Course to Develop Entrepreneurial Mindset Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47582

TY - CPAPER
AB - The diversity of student backgrounds can be apparent during first year engineering courses. Some students are exposed to engineering topics and advanced math and science courses during high school, while some may be taking calculus and physics for the first time. Therefore, introductory courses have the unique job of both sparking the interest in engineering for students less familiar with the topic and keeping students who are more knowledgeable in topics engaged.

To address some of these differences, a change was made to the way computer aided design, CAD, has been taught during a first-year engineering course. This included a shift to a mastery-based system to allow for different incoming knowledge bases of students. This change was also done with the goal of adding a more direct connection to teaching students about the entrepreneurial mindset (EM).

Previously, CAD had been taught using a book tutorial and while overall the students had a decent experience with the project, many would become frustrated with the tutorials as they did not allow resources to help with troubleshooting. It should also be noted that some students were able to follow the tutorials and complete the parts, however when asked to build a simple part on their own they could not do so without step-by-step guidance. On the other hand, many students with previous CAD experience found the tutorials to be tedious and not an effective way to show their skill set.

The new mastery method allows students to develop stackable CAD skills that are assessed through a series of hands-on quizzes. If a student successfully completes all the quizzes, they receive a passing grade of 70% for the CAD portion of the class. If a student wants to raise this grade, they can complete individual projects that add to their skill set. This allows students more autonomy in deciding what to learn when it comes to CAD. For students with no CAD experience, they walk away with a valuable set of initial skills they can build upon, while students with familiarity can show these abilities quickly and move on to developing new skills. The flexible deadline structure of mastery-based learning also allows students to take responsibility for their own learning, another important skill for first year students.

The mastery method allows for a connection to EM through learning from failure and creating value. Students are allowed to take quizzes as many times as they need until they pass, creating an environment where they can learn from their mistakes. Additionally, by allowing students to select what skills they would like to learn more about during the individual projects, they are helping to create value through their own knowledge and skill sets. These lessons are reiterated through class activities on EM during the term.

Students will be surveyed upon completion of the course and asked to self-asses their CAD skills including their confidence level in what they know about CAD, their confidence in their ability to learn new skills, and their overall understanding of EM.
AU - Breigh Nonte Roszelle
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Implementing Mastery-Based CAD Activities into an Introduction-to-Engineering Design Course to Develop Entrepreneurial Mindset
UR - https://peer.asee.org/47582
ER -