Evaluating student perceptions in peer to peer learning and assessment practices in design based learning environment

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A design of a short course with COTS UAV system for higher education students

This paper aims to propose a short course with a commercial off the shelf unmanned aerial vehicle (COTS UAV) system. From the short course, students can have a conception of a UAV system, and they would have not only the knowledge about the hardware integration but also the theoretical background of the guidance, navigation, and control (GNC) and the situation awareness system. The proposed course consists of two parts; the GNC system for holding the position and the situation awareness system with the marker detection and tracking. A Pixhawk is selected for a flight controller with an open source autopilot, i.e. px 4, and a Raspberry Pi with a downward camera is utilised for the visual navigation of the situation awareness system. The Pixhawk and Raspberry Pi are integrated into the robot operating system (ROS) via the WIFI network, and the MAVROS is adopted for the communication between the Pixhawk and the Raspberry Pi. The first part of the course is designed as the hands-on based lectures, and the second part of the course is adopted the problem-based project

A HOLISTIC APPROACH TO DEVELOP ENGINEERING PROGRAMME OUTCOMES: A CASE STUDY OF TAYLOR'S UNIVERSITY

Part fulfilment of providing an engineering programme which implements outcome based education includes various outcomes that are tied to what the graduate should achieve after, during and before graduation. The programme outcomes are specifically crafted to encapsulate attributes that must be attained by a student upon graduation. The following paper details the principles used to craft the programme outcomes of an engineering undergraduate degree programme. The principles used were chosen based its importance and innovative content as well as being aligned to the purpose of the university which is running the degree programme. Upon crafting the prescribed outcomes, the paper will also detail how stakeholders were engaged and how their opinion was accounted for in the final crafting of the new set of programme outcomes. The paper also highlights how a gap analysis was performed to capture areas which were not covered by the previous programme outcomes

Using the Arts to Develop a Pedagogy of Creativity, Innovation, and Risk-Taking (CIRT)

This paper considers the complex and somewhat nebulous term “creativity”, exploring the ways in which the pedagogical phenomenon we call “CIRT” (an acronym) can enrich classroom approaches so as to enhance Creativity, boost Innovation, and encourage Risk-Taking. In addition, we review elements that impact the creative process and explore concepts of freedom, as well as the constraints and parameters of creativity. In our role as teacher educators, we explore the connection between teaching and creativity by outlining three key examples of approaches that utilize the CIRT framework including: synesthesia, imagination, and audiation activities.  

Defining, Teaching, and Assessing Engineering Design Skills

The paper discusses a systematic approach for defining, teaching, and assessing engineering design skills. Although the examples presented in the paper are from the field of aerospace engineering, the principles apply to engineering design in general. What makes the teaching of engineering design particularly challenging is that the necessary skills and attributes are both technical and non-technical and come from the cognitive as well as the affective domains. Each set of skills requires a different approach to teach and assess. Implementing a variety of approaches for a number of years at SJSU has shown that it is just as necessary to teach affective skills, as it is to teach cognitive skills. As one might expect, each set of skills presents its own challenges