@inproceedings{duan_peng_yuan_yalvac_ketsetzi_hing_eseryel_eyupoglu_2018, title={Promoting life-long learning skills in CAD using the peer-generated screencast tutorials}, DOI={10.1115/imece2017-71891}, abstractNote={To promote life-long learning skills in Computer-Aided Design (CAD) education, authors designed and implemented a student-centered instruction in the CAD courses. A quasi-experimental pre-and-post test research design was implemented. Experimental group students were asked to design screencast tutorials with their verbal explanations recorded. Students shared their screencast tutorials with their peers and provided feedback to each other’s video tutorials. Control group students were asked to review the instructor made screencast tutorials. A life-long learning survey, an engineering attitude survey, an exit project survey, and a CAD modeling exam were used as the study instruments. A total of 147 students participated in this study over three years. Findings indicated that female and first generation college students in the experimental group performed better than their peers in the control group in the CAD modeling exam. Our student-centered instruction was more affective on female students’ and first generation college students’ skills and knowledge than male students’ and not-first generation college students’ skills and knowledge.}, booktitle={Proceedings of the ASME International Mechanical Engineering Congress and Exposition, 2017, vol 5}, author={Duan, C. and Peng, X. B. and Yuan, T. Y. and Yalvac, B. and Ketsetzi, A. and Hing, E. L. and Eseryel, D. and Eyupoglu, T. Fulya}, year={2018} }
 @inproceedings{peng_yuan_nadeem_ketsetzi_yalvac_eseryel_eyupoglu_cui_2017, title={Assigning students teacher's role: A student-centered approach in computer-aided design education}, DOI={10.1115/imece2016-66871}, abstractNote={This paper presents the preliminary work of implementing the learning by teaching approach, a student-centered pedagogy, in the Computer-Aided Design (CAD) education. Following an experimental study design, students were grouped into control section and experimental section. In the control section, students received the traditional instructor-centered instruction. In the experimental section, students were assigned into small groups and taught the course content to their peers during the class meeting. The students’ learning outcomes were evaluated, such as life-long learning skill, engineering attitude, and CAD modeling skills using NX. A CAD modeling test was used at the end of semester to assess the students’ CAD modeling skills. The engineering attitude survey and the life-long learning scale were conducted at the beginning and the end of semester. The statistical analyses were performed to examine the impact of activities. The results revealed that the students’ engineering attitude was significantly improved. In addition, experimental group students completed an exit survey that collected their feedback on the teaching activities.Copyright © 2016 by ASME}, booktitle={Proceedings of the ASME International Mechanical Engineering Congress and Exposition, 2016, vol. 5}, author={Peng, X. B. and Yuan, T. Y. and Nadeem, U. and Ketsetzi, A. and Yalvac, B. and Eseryel, D. and Eyupoglu, T. Fulya and Cui, S. X.}, year={2017} }