A Hands-on Project-based Mechanical Engineering Design Module Focusing on Sustainability

References

• Allie, S., Armien, M., Burgoyne, N. et al. (2009) Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. European Journal of Engineering Education 34 (4), 359–367.
   Google Scholar
• Berglund, A. (2012) Do we facilitate an innovative learning environment? Student efficacy in two engineering design projects. Global Journal of Engineering Education 14 (1), 27–33.
   Google Scholar
• Boeije, H. (2002) A purposeful approach to the constant comparative method in the analysis of qualitative interviews. Quality and Quantity 36, 391–409.
   Web of Science ®Google Scholar
• Bramhall, M., Radley, K. and Metcalf, J.E.P. (2008) Users as producers: students using video to develop learner autonomy. In Engineering Education Conference 14–16 July 2008. Loughborough, UK.
   Google Scholar
• Carberry, A., Lee, H.-S. and Ohland, M. (2010) Measuring engineering design self-efficacy. Journal of Engineering Education 99 (1), 71–79.
   Web of Science ®Google Scholar
• Christiaans, H. and Venselaar, K. (2005) Creativity in design engineering and the role of knowledge: modelling the expert. International Journal of Technology and Design Education 15, 217–236.
   Web of Science ®Google Scholar
• Dahlgren, M., Hult, H. and Dahlgren, L. (2006) From senior student to novice worker: learning trajectories in political science, psychology and mechanical engineering. Studies in Higher Education 31 (5), 569–586.
   Web of Science ®Google Scholar
• Daly, S., Adams, R., Bodner, G. (2012) What does it mean to design? A qualitative investigation of design professionals’ experiences. Journal of Engineering Education 101 (2), 187–219.
   Web of Science ®Google Scholar
• Dym, C. (1994) Teaching design to freshmen: style and content. Journal of Engineering Education 84 (4), 303–310.
   Google Scholar
• Dym, C., Agogino, A., Eris, O., Frey, D. and Leifer, L. (2005) Engineering design thinking, teaching and learning. Journal of Engineering Education 94 (1), 103–120.
   Web of Science ®Google Scholar
• Elshorbagy, A. and Schönwetter, D. (2002) Engineer morphing: bridging the gap between classroom teaching and the engineering profession. International Journal of Engineering Education 18 (3), 295–300.
   Web of Science ®Google Scholar
• Fang, N. (2012) Improving engineering students’ technical and professional skills through project-based active and collaborative learning. International Journal of Engineering Education 28 (1), 26–36.
   Web of Science ®Google Scholar
• Flores, P. (2012) How do mechanical engineering students see their training and learning at university? Findings from a case study. Global Journal of Engineering Education 14 (2), 189–195.
   Google Scholar
• Hayhurst, D., Kedward, K., Soh, H. and Turner, K. (2012) Innovation-led multi-disciplinary undergraduate design teaching. Journal of Engineering Design 23 (3), 159–184.
   Web of Science ®Google Scholar
• Huxham, M., Laybourn, P., Cairncross, S., Gray, M., Brown, N., Goldfinch, J. and Earl, S. (2008) Collecting student feedback: a comparison of questionnaire and other methods. Assessment & Evaluation in Higher Education 33 (6), 675–686.
   Web of Science ®Google Scholar
• Jonassen, D., Strobel, J., Beng Lee, C. (2006) Everyday problem solving in engineering: lessons for engineering educators. Journal of Engineering Education 95 (2), 139–151.
   Web of Science ®Google Scholar
• Joyce, T. and Hopkins, C. (2011) Working together: the positive effects of introducing formal teams in a first year engineering degree. Engineering Education 6 (1), 21–30.
   Google Scholar
• Kamzah, M. and Talib, R. (1995) Assessing groupwork activities in engineering education. Assessment & Evaluation in Higher Education 20 (3), 289–300.
   Google Scholar
• Kember, D., NG, S., Harrison, T., Wong, E. and Pomfret, M. (1996) An examination of the interrelationship between workload, study time, learning approaches and academic outcome. Studies in Higher Education 21 (3), 347–358.
   Web of Science ®Google Scholar
• Kember, D., Leung, D. and Kwan, K.P. (2002) Does the use of student feedback questionnaires improve the overall quality of teaching? Assessment & Evaluation in Higher Education 27 (5), 411–425.
   Google Scholar
• Lambert, C., Basini, M. and Hargrave, S. (2008) The activity led learning within aerospace at Coventry University. In Engineering Education 14–16 July 2008. Loughborough, UK.
   Google Scholar
• Mills, J. and Treagust, D. (2003) Engineering Education – is problem-based or project-based learning the answer? Australasian Journal of Engineering Education online publication 2003–04. Available at http://www.aaee.com.au/journal/2003/mills_treagust03.pdf (accessed 4 November 2011).
   Google Scholar
• Parsons, E. and Drew, S. (1996) Designing group project work to enhance learning: key elements. Teaching in Higher Education 1 (1), 65–80.
   Google Scholar
• Perrenet, J., Boujhuijs, P. and Smits, J. (2000) The suitability of problem-based learning for engineering education: theory and practice. Teaching in Higher Education 5 (3), 345–358.
   Google Scholar
• Powell, N., van Silfhout, R. and Hicks, P. (2008) Using enquiry-based learning (EBL) to prepare students for group work: lessons from successive implementations. In Engineering Education 14–16 July 2008. Loughborough, UK. Available at http://www.heacademy.ac.uk/assets/documents/subjects/engineering/EE2008/p011-powell.pdf (accessed 5 June 2013).
   Google Scholar
• Prince, M. (2004) Does active learning work? A review of the research. Journal of Engineering Education 93 (4), 223–231.
   Google Scholar
• Royal Academy of Engineering (2005) Educating Engineers in Design. Available at http://www.raeng.org.uk/news/publications/list/reports/Design_Engineering.pdf (accessed 21 November 2008).
   Google Scholar
• Royal Academy of Engineering (2010) Engineering graduates for industry. Available at http://www.raeng.org.uk/education/scet/pdf/Engineering_graduates_for_industry_report.pdf (accessed 17 June 2012).
   Google Scholar
• Springer et al. (1999) Effects of small-group learning on undergraduates in science, mathematics, engineering and technology. A meta-analysis. Review of Educational Research 69 (1), 21–51.
   Web of Science ®Google Scholar
• Stump, G., Hilpert, J., Husman, J., Chung, W.-T., Kim, W. (2011) Collaborative learning in engineering students: gender and achievement. Journal of Engineering Education 100 (3) 475–497.
   Web of Science ®Google Scholar
• Tempelman, E. and Pilot, A. (2011) Strengthening the link between theory and practice in teaching design engineering: an empirical study on a new approach. International Journal of Technology and Design Education 21, 261–275.
   Web of Science ®Google Scholar
• UNESCO and Sustainable Development (2005). Available at http://unesdoc.unesco.org/images/0013/001393/139369e.pdf (accessed 18 August 2012).
   Google Scholar
• Vygotsky, L.S. (1978) Mind in society: the development of higher psychological processes. London: Harvard University Press.
   Google Scholar
• Willmot, P., Pond, K., Loddington, S. P. and Palermo, O. A. (2008) Perceptions of peer assessment in university teamwork. In International Conference on Engineering Education 27–31 July 2008. Pécs-Budapest, Hungary.
   Google Scholar
• Zepke, N. and Leach, L. (2010) Improving student engagement: ten proposals for action. Active Learning in Higher Education 11 (3), 167–177.
   Google Scholar
• Zhao, C.-M. and Kuh, G. (2004) Adding value: learning communities and student engagement. Research in Higher Education 45 (2), 115–138.
   Web of Science ®Google Scholar