This paper includes the implementation of Bloom’s taxonomy in the introduction to graphical communication course and shows how students are moved up Bloom’s taxonomy by changing previous guided individual final project to open-ended projects. Instead of following the instructor’s direction to complete the model design, students are required to research the product they want to design, and build the model by themselves. The open-ended projects enable and challenge students to work on higher level of Bloom’s taxonomy by emphasizing design creativity, exploring real engineering design problem, and enhancing their oral and written skills.
American Society for Engineering Education, 66th Annual Mid-Year Technical Conference
Required Publisher’s Statement
Sun, L., Grant, C., "Open-ended Project Learning Experience in Graphical Communication," 66th Annual Mid-Year Technical Conference, Galveston, TX, January 21-24, 2012.
Scholarly Commons Citation
Sun, L., & Grant, C. (2012). Open-Ended Project Learning Experience in Graphical Communication. , (). Retrieved from https://commons.erau.edu/publication/179