Description of, and Outcomes from, a Novel First Year Engineering Design Course

In the Fall of 2021, University Saskatchewan’s College Engineering implemented a new first year Design course called GE 142 (Design I). comparison to similar courses in other programs, was unique few respects. First, it ran from mid-October mid-December, and included 7 lectures 4 labs. Second, focused almost entirely on problem definition. Third, assessment system competency based. Each these elements made for design course, each element will be described detail.
 The had number Learning Outcome goals general areas knowledge, skills, experiences, attitudes. Knowledge assessed using an automated adaptive quiz employing Mobius™ software, linked Canvas™ Management System (LMS). skills were through series six assignments that ability characterize problems, maintain effective logbook, make convincing case undertake problem, communicate clear manner, reflect how improve practice. Experiences various types exercises conducted lab settings. For example, some more open-ended while others closed students also engaged characterization with live client. Assessment attitudes carried out at end Likert-scale questions probed students’ perspectives value design, their enjoyment logbooks, interest tech innovation, importance group dynamics, project management, technical communication.
 As quality improvement/program exercise, analysis grades student presented (n=306). well, initial performance Mobius out. general, results quite favourable both terms achievements against different Outcomes towards Design. Student responses attitude survey anonymous all grade analyses employed aggregate data. At instructors reflected what they felt should continued, started, stopped subsequent iterations course. suitability data discussed context accreditation criteria CEAB.