This paper presents a quasi-experimental pre and post test design to explore the effects of a student-centered pedagogical approach in Computer-Aided Design (CAD) education. In this study, students in experimental group generated CAD screencast tutorials, recorded the supporting audio, shared the videos with their peers, and provided feedback to each other s screencast. A life-long learning survey, an engineering attitude survey, and a CAD modeling exam were used as the study instruments. Students learning outcomes were evaluated by analyzing data collected over five years from 17 classrooms. Findings indicated that first generation college students or female students were more receptive to the student centered instructional approaches and they improved their life-long learning skills and engineering attitudes. We observed a strong evidence that when students designed screencast exercises, their CAD exam performance improved. This study also contributes to our knowledge on how to effectively assess engineering attitudes and life-long learning skills.