Designing Effective Project-based Learning Experience Using a Participatory Design Approach

Dong, Jianyu; Chen, Pearl; Hernández, Anthony

doi:10.18260/p.23817

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…Research suggests the lack of practical, real-world applications in a classroom setting is one of several factors that have contributed to students shying away from STEM fields. To this end, project-based learning (PBL) has proven an effective means to mitigate this concern and improve learning (Dong et al 2015, Lopez-Querol et al 2015. Brunhaver et al (2010) suggests this "approximation of practice" helps engineering students begin to cope with the system of supports and barriers they will find in their workplace.…”

Section: Project-based Learningmentioning

confidence: 99%

Mixed methods assessment of project-based learning in a senior-level highway design course

Younkin¹

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Section: Project-based Learningmentioning

confidence: 99%

Mixed methods assessment of project-based learning in a senior-level highway design course

Younkin¹

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“…Some intermediate data were presented in our previous ASEE papers 6 . These findings also laid a solid foundation to perform course redesign using an innovative instructional design method called participatory design approach.…”

Section: Introductionmentioning

confidence: 99%

Addressing the Learning Needs of Minority Students in Engineering through Participatory Design

Hernández¹,

Chen²,

Clemmons³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Jianyu Dong is a professor in electrical and computer engineering at CSULA. Her area of expertise is video compression/communication, multimedia networks, QoS, etc. As the PI of the NSF CCLI Project entitled "Enhancing undergraduate computer networking curriculum using remote project-based learning," she works closely with colleagues from computer science to redesign the network curriculum to integrate project-based and inquiry-based learning.c American Society for Engineering Education, 2016 Addressing the Learning Needs of Minority Students in Engineering through Participatory Design AbstractThis paper provides a holistic presentation of an interdisciplinary research project sponsored by NSF RIGEE (Research Initiative Grant in Engineering Education) program. Launched in 2013, this collaborative research studied the learning characteristics of minority students in a senior computer engineering course using Collaborative Project-based Learning (CPBL) pedagogy and leveraged the research findings to improve the instructional design using Participatory Design Approach to increase the success of underrepresented minority students. During the iterative implementation of the revised CPBL in 2014 and 2015, an embedded single-case study was conducted and multiple forms of data were collected to analyze the impact of the course redesign on (a) course related knowledge and skill outcomes, (b) domain-specific efficacy in relation to situated learning, and (c) student engagement (deep vs. surface learning) and team dynamics. In this paper, quantitative and qualitative data collected over the past three years was analyzed collectively, triangulated, and related to relevant research and theories. This process allowed us to work toward: (1) providing a more generalizable description of our overall findings, (2) gaining a greater understanding of the underlying classroom and course factors and their impact on the development of domain-specific efficacy among minority students, and (3) developing a set of guidelines to effectively incorporate participatory design based on the situated learning framework. The significance of the work presented in this paper highlights the need to accelerate current research on using participatory design as a means to empower minority students in engineering and technology related disciplines.

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“…2,3 Students' knowledge retention and problem-solving skills can be enhanced when they learn what they care about. 4,5 To facilitate student learning in mechanics of materials and finite element analysis, a novel portable pen-and-tablet-based system was developed. 11,12 The software platform, which bridges the gap between engineering design and analysis, helps students to study their own design and to seek various design options before a detailed design is achieved.…”

Section: Introductionmentioning

confidence: 99%

Transitioning Students from Analysis to Design with an Active Incremental Learning Approach

Wang¹,

Zhang²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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In a typical mechanical engineering technology curriculum, a mechanical design course is preceded by physics, mechanics, and mechanics of materials courses that focus on developing students' analytical skills. While strong analytical skills are required in mechanical design, the open-ended nature of design problems often prevents students from making a smooth transition. Students are used to problems with a unique, standard solution. Introducing the concept of multiple unknown parameters that lead to plurality of design solutions can be a challenging task. Given the critical need in developing students' competence and confidence in design, an effective approach to guiding students to transition from analysis to design thinking is of significant interest.The present work examines the effects of active learning activities on students' progression in applying their analytical skills to solve design problems. In the beginning of the semester, a survey is first conducted to evaluate students' aptitude for design with questions such as if they are comfortable dealing with problems that has no standard solution and if they enjoy creative activities involving synthesis. The survey gives an indication regarding the level of readiness for students to tackle mechanical design problems. Through the semester, in-class exercises, quizzes, and homework assignments are given in the formats of both analysis and design. Students are initially given the freedom of selecting the types of problems they prefer, and then are encouraged to work on design problems as the semester progresses. The transition is characterized by the types of the problems the students select and the performance of the students in design problems. A final exam consisting of only design problems and a summative survey, similar to the initial survey, are administrated at the end of the semester. This paper presents the methodology of the study, the survey questionnaires, the design course outline, and examples of the analysis and design problems. Data comprising students' initial survey response, selection of problem types and the competence with the design skills are reported.

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Designing Effective Project-based Learning Experience Using a Participatory Design Approach

Cited by 4 publications

References 7 publications

Mixed methods assessment of project-based learning in a senior-level highway design course

Mixed methods assessment of project-based learning in a senior-level highway design course

Addressing the Learning Needs of Minority Students in Engineering through Participatory Design

Transitioning Students from Analysis to Design with an Active Incremental Learning Approach

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