Shivaprasad Mukhandmath
1*,
Shivashankar Huddar
2,
Rajashekhar Savadi
1,
Gopalkrishna Joshi
3,
B. B. Kotturshettar
1,
Nalini Iyer
2,
Ashok Shettar
4
- School of Mechanical Engineering, KLE Technological University, Hubballi - 580031, Karnataka, India
- School of Electronics and Communication Engineering, KLE Technological University, Hubballi - 580031, Karnataka, India
- Centre for Engineering Education & Research (CEER), KLE Technological University, Hubballi - 580031, Karnataka, India
- KLE Technological University, Hubballi, 580031, Karnataka, India
Abstract
In recent years design thinking has taken center stage in the engineering curriculum. The driving force being the society and industries who need graduate engineers who can design, innovative, and creative products to help solve the real-world problems. The current paper discusses the experiences of a systematic approach in defining, teaching, and assessing the engineering design process to freshman engineering students at KLE Technological University (KLETU). The paper begins by defining 'design thinking' followed by briefly reviewing the role of engineering design and its importance in the engineering curriculum. Design is hard to learn but hardest to teach. Efforts have been made, in this work, to bring in the perspective of the pedagogy of activity-based teaching and its challenges and opportunities in teaching engineering design process at the freshman engineering level. This pedagogical approach, for freshman level, resulted in enhanced students learning.
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