Journal of Engineering Education Transformations

Rajendra Pawar ¹, Sushma Kulkarni ², Sachin Patil ¹

Affiliations
1 Department of Mechanical Engineering, K. E. Society's Rajarambapu Institute of Technology, Rajaramnagar. Affiliated to Shivaji University Kolhapur, Maharashtra, IN
2 Department of Civil Engineering, K. E. Society's Rajarambapu Institute of Technology, Rajaramnagar. Affiliated to Shivaji University Kolhapur, Maharashtra, IN

Abstract

Project Based Learning (PBL) is an instructional technique constructed upon learning activities and real problems that have brought challenges for students to solve. The PBL is an innovative approach learning that teaches students not just content, but also important skills for success in the 21st century. The attempt has been made to integrate the skills through to teaching and 21st-century PBL implemented to the course Kinematics of Machines. The PBL allows students to work on their own ideas/concepts and make decisions that affect project outcomes and the learning process. The main objective of PBL is to develop high quality and the authentic mechanism that fulfills the desired need. The research focused on developing 21st-century skills of Mechanical Engineering students in the second year of Engineering through PBL activity. The data was collected through observations, evolution rubrics, and student feedback. The results showed that students developed their creativity, communication and presentation, time management, self-assessment, group participation, leadership, critical thinking skills. PBL approach focuses on have and real-world problem-solving decision-making problems and challenges using, investigation and skills. The intention of this study is to investigate the effect of PBL on student's skills and learning outcomes.

Keywords

Project-Based Learning, 21st Century Skills, Mechanism, Teaching, Learning.

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Rajendra Pawar ¹, Sachin Patil ²

Affiliations
1 Assistant Professor, Department of Mechanical Engineering, K. E. Society's Rajarambapu Institute of Technology, Rajaramnagar. Affiliated to Shivaji University Kolhapur, Maharashtra, IN
2 Associate Professor, Department of Mechanical Engineering, K. E. Society's Rajarambapu Institute of Technology, Rajaramnagar. Affiliated to Shivaji University Kolhapur, Maharashtra, IN

Abstract

The capstone project course has been considered as a commanding student-centered learning activity designed to provide an opportunity to an undergraduate student to solve critical real-life problems by applying the technical and soft skills acquired. A major objective of the capstone project is to apply real-life engineering practices to fulfill customer needs. This paper outline the challenges and best practices learned in the development and implementation of the open-ended undergraduate capstone project with the intention to enhance the quality and learning outcomes. In order to enhance the quality of the capstone project, various strategies such as group formation, student evaluation, sourcing student projects, project plan, project space, project funding, and support for patent and paper publications have been discussed also. The capstone project is offered in the fourth year of B. Tech. mechanical engineering program and it consists of two modules; Phase I and Phase II. Around 72 students and 18 supervisors were involved in the activity for the entire academic year. The student learning outcomes were measured using the commercial software and observed that all the learning outcomes have been attained more than 75% and students have developed very good projects in a team by applying technical knowledge and soft skills learned in the program.

Keywords

Course Outcomes, Capstone Project, Engineering Education, Evaluation Rubrics, Mechanical Engineering.

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Rajendra Pawar ¹, Satyajit Patil ², Sushma Kulkarni ³

Affiliations
1 Department of Mechanical Engineering, Rajarambapu Institute of Technology, Rajaramnagar, Islampur, Maharashtra 415414, IN
2 Department of Automobile Engineering, Rajarambapu Institute of Technology, Rajaramnagar, Islampur, Maharashtra 415414, IN
3 Department of Civil Engineering, Rajarambapu Institute of Technology, Rajaramnagar, Islampur, Maharashtra 415414, IN

Abstract

The paper aims to examine the effect of diversity on student performance and the skill sets in an Engineering exploration and design project (EEDP) course . The courseconsists o f multidisciplinary modules, and each module is designed and delivered with diversified group activities considering the skill requirement of the product development process. The course aims to develop multidisciplinary product development culture in the first year of engineering studies with a diversified approach. The diversified student project groups are formed with a maximum group size of four. Considering the need statements, week-wise activity sessions within a group are planned so that students can acquire technical and soft skills. The course is designed and taught by a group of four faculties from multiple engineering disciplines using Project-Based Learning (PBL) pedagogy. As a result of this activity, every year, more than 600 students have been trained, and more than 120 prototypes/products have been developed to fulfill the stakeholders' needs. During the student project exhibition, it is observed that students have acquired outstanding product development skills such as project management, teamwork, communication, interpersonal skills, and technical as well as research skills.

Keywords

Diversity; Engineering Education; Project-based learning; Engineering exploration

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