Shehadi, M. (2019, June), Project-based Guided Learning for Machine Elements Design Course  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33206

\bibitem{asee_peer_33206}
  Shehadi, M. (2019, June), \emph{Project-based Guided Learning for Machine Elements Design Course}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33206

Maher Shehadi.  "Project-based Guided Learning for Machine Elements Design Course".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://strategy.asee.org/33206 Internet.  02 Jun, 2024

\bibitem{asee_peer_33206}
  Maher Shehadi.
  "Project-based Guided Learning for Machine Elements Design Course".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://strategy.asee.org/33206 Internet.  02 Jun, 2024

@INPROCEEDINGS{asee_peer_33206
author = "Maher Shehadi"
title = "Project-based Guided Learning for Machine Elements Design Course"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/33206}
number = {10.18260/1-2--33206}
}

TY  - CPAPER
AB  - Project based learning (PBL) technique was adopted in Machine Elements Design course to motivate students enrolled in the course and better engage them in the process of learning. A project that links course learning outcomes with a topic of interest to industry and the community was selected. The project had two parts: design and fabrication. The field or topic of interest had to include all major parts and elements that are usually discussed in this course such as gears, chains, belts, shafts, bolts, bearings, etc. The project required the students to design and fabricate a garage door opening mechanism. Formal steps were followed by the instructor of the course to ensure consistency in the material delivered and the way it was delivered.

The students had the chance to experience real world problems and got engaged in a team oriented environment to design and fabricate the product. Basic project management skills were applied starting from feasible design and brainstorming, to conceptual and more detailed design before deciding on the final design. Detailed calculations were guided by the instructor to ensure the students were learning and understanding the new topics and material. When the design phase was completed, the students were required to fabricate a scaled prototype to check on the functionality of the product and experience the challenges that they might face in industry when trying to apply the design into real assembly and fabrication. Four teams and four different designs and products were obtained. 

The grades of the students when following PBL teaching style were compared to previous grades when conventional learning was followed. The students’ performance and scores were significantly improved using PBL approach. The number of students scoring 80 out of 100 and higher was increased by 87.5%. Such active learning environments are expected to have other outcomes and impacts such as improved team working skills, communication capabilities, analytical reasoning in addition to project management skills.

AU  - Maher Shehadi
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Project-based Guided Learning for Machine Elements Design Course
UR  - https://strategy.asee.org/33206
DO  - 10.18260/1-2--33206
ER  -