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dc.contributor.authorCarrick, Roger
dc.contributor.authorCzekanski, Aleksander
dc.date.accessioned2018-11-07T19:37:36Z
dc.date.available2018-11-07T19:37:36Z
dc.date.issued2018-05
dc.identifierCSME234
dc.identifier.urihttp://hdl.handle.net/10315/35303
dc.identifier.urihttp://dx.doi.org/10.25071/10315/35303
dc.descriptionPaper presented at 2018 Canadian Society of Mechanical Engineers International Congress, 27-30 May 2018.en_US
dc.description.abstractDesign projects have become common in engineering classrooms. Earlier exposure to and training in the design engineering process hold much value for an enriched experience and an in-depth understanding of engineering design. Simultaneously, students in their earlier years require more guidance and frequent feedback to inform their own expectations of learning objectives, as well as develop effective learning strategies. In this paper, we will examine the considerations required to design and conduct an undergraduate engineering design course, with reflections from several years’ experience with a second-year mechanical engineering design course.en_US
dc.language.isoenen_US
dc.publisherCSME-SCGMen_US
dc.rightsThe copyright for the paper content remains with the authors.
dc.subjectDesignen_US
dc.subjectExperiential learningen_US
dc.subjectProblem based learningen_US
dc.subjectCollaborative learningen_US
dc.subjectCourse creationen_US
dc.subjectMechanical engineering educationen_US
dc.titlePreparing and Coordinating Undergraduate Engineering Design Projectsen_US
dc.typeArticleen_US


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