Development of Student Competencies Overtime in an Authentic Immersive Design Experience.

Background: Undergraduate students in engineering mostly encounter problems that have unique solutions and are well defined. In their professional life they are most likely to encounter problems that are ill-structured. Hence, in AME4163 Principles of Engineering Design, we strive to provide an opportunity for students to learn and internalize the principles of design and to develop competencies to help them succeed in their careers. Salient features of AME4163 include an authentic, immersive experience and scaffolding of learning via structured assignments and lectures. Purpose: In this paper we focus on the development of competencies by students using an authentic, immersive experience. The course is scaffolded and explicitly focuses on student learning and development of competencies throughout the semester. In this paper we track change- over-time of development of student competencies, specifically related to team, communication, and design process, for a better understanding of the effects of assignments on development of competencies. Method: An instrument was developed and administered to the students in the course for self- reported evaluation of competencies. After each assignment a survey was given to the students to express their understanding of the new tools and concepts, and development of related competencies. Some of the items of the instrument were modified to reflect the assignments. In this paper we focus on the results of the competencies. Results: The data gathered through the instrument indicate that self-reported level of developed competencies fluctuated throughout the semester. Senior students in mechanical engineering in AME 4163, in most instances, perceived to have well-developed competencies from the beginning of the semester. A positive influence was found on competencies related to the design process. Competencies related to managing a team and communication stay steady or show a decline. These are areas that indicate the need for improvement in the course. Conclusions: Data driven analysis provides us with the information we need to continuously improve the course. In the areas where students have indicated an improvement of competence the course was effective. For the areas where the students showed no improvement we recognize the need to modify the course and in the last section we have identified possibilities. [ABSTRACT FROM AUTHOR]