2024 ASEE Annual Conference & Exposition

This paper provides a framework for instructors to maximize student learning and communication skills in a third year mechanical engineering course that uses computer aided drafting (CAD) for a design project. The current framework mirrors the review process that takes place in industry and motivates students to keep up with major deadlines. Students need to learn how to accept feedback, review other’s work, and communicate their designs to be successful in industry. The framework has been developed over three semesters and incorporates scaffolded milestones, (peer) design reviews, and reflection. This paper presents instructor observations of lessons learned and graduate TA observations from lab with the goal of making the framework accessible to other instructors of design. The main research questions in this paper include: 1) How open are students to the design review process? 2) Which helped students to maintain steady progress on their project: scaffolded milestones, design review assignments, or both? 3) Did students benefit from design review and how? Did it impact their project or skill set? 4) Did design review affect their engineering design identity? Do they see themselves as designers? To determine effectiveness of the framework, an anonymous Qualtrics survey has been developed and administered to students to determine the impact on their learning experiences, skills, and engineering identity. The survey results indicate that students are receptive to constructive feedback and open to a (peer) design review process. Overall, both the students’ design work and skills have benefitted; students can develop design solutions, effectively communicate design, evaluate designs, and recognize changes needed for the solution to work. Using the design review process has helped increase student learning and positively affected their communication skills.