Assessing design process knowledge in project-based learning: a comparative study in introductory engineering and junior manufacturing courses

Abstract

Project-based learning (PBL) has gained widespread acceptance as a cutting-edge teaching approach in universities, particularly for imparting engineering design skills. PBL allows students to showcase their design skills and put into practice the theoretical concepts acquired through instruction. Throughout the various phases of the design process and project execution, students prepare design artifacts, which serve as tangible indicators of their design skills – an essential competency for engineers. The objective of this research is to evaluate and compare the application of engineering design skills among first-year and third-year engineering students as evidenced by their design artifacts. This comparative analysis aims to pinpoint areas of strength and opportunities for growth, thereby offering a holistic view of student development in design proficiency throughout their undergraduate education. Employing a standardized rubric to evaluate these artifacts allows for an unbiased assessment of the students’ design process acumen. The findings offer insights into the design skill proficiency of two student groups at different points in the design process. It is imperative for engineering educators to strategically highlight every aspect of the design process within PBL, ensuring the comprehensive development of design competencies.

Keywords

• Engineering design skills
• Assessment
• Project-based learning
• Rubric-based assessment
• Team-based project