2025 ASEE Annual Conference & Exposition

WIP: Developing a Framework to Accommodate Implementation of Prior Learning Assessment in Engineering Design and CAD Course

Presented at Engineering Design Graphics Division (EDGD) Technical Session 1

This work-in-progress paper aims to develop a comprehensive framework that enables students with prior knowledge and skills in Computer-Aided Design (CAD) to test out of the CAD component of the Engineering Design and CAD course. Many high school students and associate degree holders possess experience with CAD software, but they may lack exposure to the skills and knowledge associated with engineering design. The objective of this work is to create a standardized framework to assess these students’ skills accurately and provide a tailored pathway for them to complete the engineering design component of the course without increasing the educator’s workload. This will be achieved through a standardized test designed to evaluate their skills against key performance indicators.

The relevance of this work to engineering graphics is significant. Engineering graphics is a critical aspect of engineering education, encompassing the visual representation of engineering designs and concepts. Proficiency in CAD software is essential for creating precise and detailed engineering drawings, which are fundamental in the design and manufacturing processes. By allowing students with prior CAD experience to test out of the CAD component, the framework ensures that these students can focus on advancing their engineering design skills. This approach not only acknowledges their existing competencies but also promotes efficient use of educational resources and time.

The study will employ a comparative analysis to evaluate the skills of students with prior CAD experience against those taking the course for the first time. This comparison will be made by assessing the average scores of the Prior Learning Assessment (PLA) test for students with prior knowledge and skills against the mid-term examination scores of students enrolled in the CAD component of the course. By the mid-term, students taking the full course will have been exposed to all basic and intermediate features of the CAD software. Beyond the eight-week mark, the instruction will shift to topics related to engineering design, ensuring a comprehensive understanding of both CAD and engineering design principles.

Currently, there are no results to report as the framework is still in the development phase. The paper seeks recommendations, suggestions, and advice on implementation from peers to refine the framework further. Future efforts will focus on collecting and analyzing data to validate and improve the framework, ensuring it meets the needs of both students and educators effectively.

Authors

Dr. Daniel Selvakumar Raja http://orcid.org/0000-0002-1574-7284 Greenville University [biography]

Daniel Raja is an Assistant Professor of Engineering at Greenville University. He specializes in mechanical engineering, with a particular focus on solid mechanics and computational solid mechanics. His academic journey and professional career are marked by a dedication to advancing engineering education and research.

At Greenville University, Professor Raja is known for his engaging teaching style and his commitment to mentoring students. He actively involves his students in research projects, providing them with hands-on experience in the field of engineering. His work not only contributes to the academic community but also aims to solve real-world engineering problems.

Professor Raja’s research interests include the development of new materials and the application of computational methods to understand and predict the behavior of solid materials under various conditions. He has published several papers in reputable journals and presented his findings at international conferences.

Outside of his academic responsibilities, Daniel Raja is passionate about community service and often participates in initiatives that promote STEM education among young students. His dedication to both his profession and his community makes him a respected and valued member of Greenville University.
Prof. Natalie Schleper http://orcid.org/0009-0005-6722-3203 Saint Louis University [biography]

Natalie Schleper is an instructor in the Department of Chemistry at Saint Louis University. She holds both a B.S. and an M.S. in Chemistry from Southern Illinois University Edwardsville and researched student misconceptions and their effects on student understanding of chemistry. Natalie is dedicated to fostering a deep understanding of chemistry among her students. At SLU, Natalie is known for managing large class sizes averaging between 600-800 students per semester. She has taught various classes such as Fundamentals of Chemistry lecture, General Chemistry 1 & 2 lecture, recitations, and laboratory, Analytical Chemistry lecture and laboratory, Organic Chemistry laboratory, and Physical Chemistry Laboratory. Natalie’s research contributions focus on innovative teaching methods to enhance student engagement and learning outcomes. Research interests include student misconceptions, instructional materials, and integration of technology to STEM courses.
Outside of the university, Natalie has a passion for theater and architecture. Before finding her passion for chemistry education, she was a theater major and has an associate’s degree in computer aided Drafting and Design.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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