Computer-Aided Design (CAD) plays a vital role in the curriculums of mechanical engineering degree programs, empowering students to conceptualize and visualize their designs, thus enhancing their abilities as engineers. This abstract presents the implementation of a multi-CAD course conducted between 2014 and 2022, catering to hundreds of students from diverse disciplines, including mechanical and civil engineering. Throughout the course, student feedback was systematically collected to assess learning outcomes and measure the effectiveness of different learning tools and methods.
The course employed a range of tools, including automatically graded quizzes and a dedicated CAD model assessment system, which not only lightened the workload of teaching assistants in terms of assessment but also allowed them to focus on guiding and supporting students. Additionally, surveys conducted at the beginning and mid-term stages provided valuable insights into students' initial proficiency levels and their study patterns during the course.
Significantly, the course successfully transitioned to fully online teaching during the period of remote instruction from 2020 to 2022. Lessons learned during this time were integrated into the regular practicalities of CAD course teaching, ensuring continued effectiveness and adaptability.
Improvements in student performance and feedback, observed during the implementation of the multi-CAD course, demonstrate the impact and success of the teaching methods employed.
Jaakma, K., & Kiviluoma, P. (2023). Nine Years Of Systematic CAD Course Development: What Did We Learn? European Society for Engineering Education (SEFI). https://doi.org/10.21427/6YZM-F274
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