Transforming ideas into products: Project based learning in prototyping, fabrication, and testing course for first year engineering students.
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| Title: | Transforming ideas into products: Project based learning in prototyping, fabrication, and testing course for first year engineering students. |
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| Authors: | Shashidhara, Vijay Vailaya1 (AUTHOR), Prabhu, Ravikantha1 (AUTHOR) prabhuravikantha@gmail.com, Chippar, Purushothama1 (AUTHOR) |
| Source: | International Journal of Mechanical Engineering Education. Apr2026, Vol. 54 Issue 2, p370-390. 21p. |
| Subjects: | Project method in teaching, Fabrication (Manufacturing), Rapid prototyping, Engineering education, Skilled labor, Educational evaluation, Manufacturing processes, College freshmen |
| Abstract: | Skill development courses are crucial in engineering education, enabling students to tackle complex engineering tasks while enhancing critical thinking and adaptability to industry shifts. This study focuses on the Prototyping, Fabrication, and Testing course offered to first-year engineering students as part of mandatory skill development curriculum. After completing three cycles of the course, this research presents comprehensive insights on its implementation, including student feedback and challenges encountered. The course followed a project-based learning (PBL) methodology, providing students with practical skills in both basic and advanced manufacturing techniques essential for product development. Hands-on engagement with real-world projects fostered an immersive learning experience. The study covers the course design, implementation, and evaluation, with particular attention to student feedback. Results indicated high levels of student enthusiasm, active participation, and a positive reception to the integration of theory with practical learning. Students gained significant skills in manufacturing and product development, while appreciating the collaborative environment that nurtured teamwork, problem-solving, and creativity. This positive feedback underscores the PBL approach as an effective tool for engaging students and fostering essential engineering skills. Insights from this study will guide the future design and enhancement of similar courses. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Mechanical Engineering Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
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