English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The University of Ottawa has introduced new introductory engineering design courses that introduces students to engineering design through a Collaborative Project Based Learning (CPBL) environment as it is known for enhancing deep learning, motivating students to cultivate interdependence in learning, problem-solving, and creating interest and excitement in learning. Students work in teams with a client to solve an engineering problem and develop and iterate prototypes. This paper aims at understanding the impact of those two hands-on courses (Engineering Design and Introduction to Product Development and Management) on engineering students’ design skills as well as the factors that impacted the students learning. The factors that are considered in this study are students’ prior knowledge or experience of engineering design, students’ construct locus of control, perception of problem solving ability and team dynamics. A pre-& post-test was administered to students using a validated design process skill assessment tool to quantify students’ progress during the course. Students’ final prototypes were also assessed by external judges from the community to evaluate the quality of students’ designs.

THE IMPACT OF STUDENTS’ ACADEMIC LOCUS OF CONTROL AND PERCEPTION OF PROBLEM SOLVING ABILITY ON THEIR PERFORMANCE IN DESIGN PROJECTS