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Edited by: isam abaker

Multi-Tasking In A Design Course. Edited by: isam abaker. Professor. M. Baluch. 3. Design office Environment in Class. 2. Teamwork & Leadership Attributes. 1. Communication and Presentation Skills. Objectives. Recent Assessment of the Departmental Programs. Lack of Communication Skills.

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Edited by: isam abaker

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  1. Multi-Tasking In A Design Course Edited by: isam abaker Professor M. Baluch

  2. 3.Design office Environment in Class 2.Teamwork & Leadership Attributes 1.Communication and Presentation Skills Objectives

  3. Recent Assessment of the Departmental Programs Lack of Communication Skills Lack of Presentation Skills

  4. Recent Assessment of the Departmental Programs No formatted approach exists to develop teamwork & leadership attributes amongst students • Vital skills for success at the professional level

  5. Simulating a Design Office Environment with Premium on Reinforcement of Personal Skills Transition Need

  6. Background of Problem Most pre-university preparatory schools do not focus on development of communication & presentation skills

  7. Background of Problem Very limited opportunities for Saudi youth to participate in community activities and organized sports so as to hone teamwork and leadership attributes

  8. CE315 CE408 Last Semester Strategy Pilot Study The Department in concert with the College of Engineering chose two design courses in which to embed design components and communication skills

  9. Strategy Inasmuch as this was an innovation being attempted for the first time as a package, the instructors for the two courses had the liberty of reformatting the courses so as to achieve the designed results.

  10. Execution CE 315 is a 2-3-3 format course. The contact hours of the Lab (3) allowed the flexibility for embedding new ideas

  11. Extensive use was made of a very popular software used in design industry (STAAD.Pro) Design synthesis education in the Lab in parallel with component design in the class-room lecture format Execution

  12. The class of modest size (12 students) was divided into teams based on personal choice of students (2 to 3 each) with the teams working together on select large scale assignments over the course of the semester. Execution

  13. PowerPoint Presentation Execution Group II On completion of the assignment, each team was asked to make a presentation of their work. Interactive

  14. Presentation was rotated amongst team members in order to give each student an opportunity to improve communication & presentation skills (C & P) Execution

  15. After each presentation, pointers were given to the students to help enhance their communication skills and the positivity of their body language Execution

  16. Execution Discernible improvement was noted not only in the C & P skills but also in self confidence, demeanor, team work, and leadership traits

  17. Execution The crescendo of the experiment was the introduction of the students to a full scale project (inclusive of reading of blueprint drawings) so that the teams could construct 3-D space models for analysis and design using STAAD.Pro.

  18. Reaching such a climax in a one semester introductory design course is not normally possible in the traditionally formatted course Execution Synthesis design in parallel to component design seems to strike the fancy of students and the relaxed lab environment was noted to be conducive to accelerated learning

  19. Execution Visit to building sites Visit to Dammam Municipality ACI Technical Dinner meetings

  20. Future New format proved quite promising and students reflected their delight in being part of a family of “Young Professionals”

  21. Future • C & P skills should be embedded in a few • courses spaced over F., S., J., & Sr. years • Use of Audio-Visual equipment should be • made to help student with his C&P skills • Greater use of industry software should be • made to accelerate synthesized learning

  22. Future Computer Lab should be enhanced & made accessible 24*7 with trained staff

  23. Future • Role of TA’s vital in success • (Thank you Mr. Jaffer!) • Faculty should have formatted exposure to advances • in industry

  24. Procedure for involvement of practicing engineers in design courses should be streamlined

  25. Thank You

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