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The redesign addresses the challenge of transitioning a makerspace-based course into a home-based making experience. Student feedback indicates strong reception, highlighting online project-course possibilities and limits.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inspiring-makers-in-first-year-engineering-under-emergency-remote-teaching-fall-2020-volume-8-number-4/588901/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inspiring-makers-in-first-year-engineering-under-emergency-remote-teaching-fall-2020-volume-8-number-4/588901.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the goal of the ENGG1100 First-Year Cornerstone Engineering Design Project Course?","Question",{"text":112,"@type":113},"ENGG1100 aims to preserve the practicality and excitement of experiential learning by helping students create an authentic artifact even after the move to emergency remote teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the main challenge caused by the emergency remote teaching shift?",{"text":117,"@type":113},"The course normally happens in a makerspace, so it must be redesigned to enable students to act as “makers” at home.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper evaluate the course experience during this online transition?",{"text":121,"@type":113},"It reports that the course was well-received based on student feedback and frames the experience as an important step to understand the possibilities and limitations of fully online project courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588901,1792190740,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2020 VOLUME 8 NUMBER 4  \nInspiring Makers in First-Year Engineering under Emergency Remote Teaching  \nJAC K. L. LEUNG  \nHong Kong University of Science and Technology Clear Water Bay, Hong Kong  \nAND  \nSAMUEL K. W. CHU The University of Hong Kong Pok Fu Lam, Hong Kong  \nABSTRACT  \nThe First-Year Cornerstone Engineering Design Project Course (ENGG1100) aims to maintain practicality and excitement of experiential learning by enabling students to create an authentic artifact, despite the unexpected shift to emergency remote teaching due to COVID-19 . The main challenge is to teach a course that usually takes place in a makerspace and to redesign it to enable students to bea “maker” at home. The course was well-received based on student feedback. This experience is an important step to understand the possibilities and limitations of teaching project courses entirely online.  \nKey words: first-year engineering, multidisciplinary design, active learning  \nINTRODUCTION  \nSince the early 1980s, first-year or cornerstone design courses have gained increasing attention in first-year engineering curricula (Froyd, Wankat, and Smith 2012; Dym et al. 2005) and have remained a well-recognized approach to develop skills to address engineering challenges in the 21st century (Miller 2015; Bazylak and Wild 2007; Marra, Palmer, and Litzinger 2000) . Prior studies have shown that engaging first-year engineering students with full-scale, authentic, hands-on projects has a positive effect on their intellectual development (Dym et al. 2005; Marra, Palmer, and Litzinger 2000), engineering identity (Whitfield et al. 2011; Saterbak and Wettergreen 2016; Goodrich and McWilliams 2016; Marshall et al. 2018), motivation (Dym et al. 2005; Saterbak and Wettergreen 2016), and retention (Froyd, Wankat, and Smith 2012; Dym et al. 2005; Goodrich and McWilliams 2016; Marshall et al. 2018) . The First-Year Cornerstone Engineering Design Project Course (ENGG1100) aims to maintain practicality and excitement of experiential  \nFALL 2020 VOLUME 8 NUMBER 4 1  \nADVANCES IN ENGINEERING EDUCATION  \nInspiring Makers in First-Year Engineering under Emergency Remote Teaching  \nFigure 1. Introduction video to ENGG1100 for regular offerings. Source: Available at: [https://youtu.be/gdnFo2imepc](https://youtu.be/gdnFo2imepc).  \nlearning by enabling students to create an authentic artifact, despite the unexpected shift to Emergency Remote Teaching (ERT) (Hodges et al. 2020) due to COVID-19 . The main challenge is to teach a course that usually takes place in a makerspace and to redesign it to enable students to be a “maker” at home.  \nIn regular offerings, the course uses a blended experiential learning approach. Students are presented with an open-ended design problem. Through an online platform called HKMOOC1, they acquire multidisciplinary knowledge and technical skills individually, then build an artifact (e.g., an airship or a chemicalbattery vehicle) as a team. Students practice the engineering design process (Plan and Khandani 2005) with multi-level feedback from instructors, senior students, and peers. HKMOOC includes lecture videos, quizzes, assignments, and supplementary information for discipline-specific modules including mechanics, programming and electronics. Students test and refine their prototypes in a makerspace. The course ends with a competition, increasing students’ excitement to its maximum. This competition is their final assessment, and allows the students to appreciate others’ efforts. However, their grades are not awarded on this single event, but also on their ability to reflect and their attempts to improve throughout the process.  \nMETHODS  \nUnlike online learning, ERT is not intended to replace the regular method of instructions, but to prepare for “a temporary shift of instructional delivery to an alternate delivery m","cbCaiqO1QJCi9wRf","https://ap.wps.com/l/cbCaiqO1QJCi9wRf","pdf",1350956,"English","# Introduction\n## Background on first-year cornerstone design courses\n# Methods\n## Course delivery under Emergency Remote Teaching\n## Comparison of regular vs migrated/changed/new content","[{\"question\":\"What is the goal of the ENGG1100 First-Year Cornerstone Engineering Design Project Course?\",\"answer\":\"ENGG1100 aims to preserve the practicality and excitement of experiential learning by helping students create an authentic artifact even after the move to emergency remote teaching.\"},{\"question\":\"What is the main challenge caused by the emergency remote teaching shift?\",\"answer\":\"The course normally happens in a makerspace, so it must be redesigned to enable students to act as “makers” at home.\"},{\"question\":\"How does the paper evaluate the course experience during this online transition?\",\"answer\":\"It reports that the course was well-received based on student feedback and frames the experience as an important step to understand the possibilities and limitations of fully online project courses.\"}]","Inspiring Makers in First-Year Engineering under Emergency Remote Teaching - Fall 2020 Volume 8 Number 4 | PDF",1792066158,23]