Implementing the Project-Based Learning Approach in an Academic Engineering Course

Frank, Moti; Lavy, Ilana; Elata, David

doi:10.1023/a:1026192113732

Cited by 320 publications

(260 citation statements)

References 6 publications

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“…This brings them closer to real life expectations. Studies show that the acquired and developed skills are aligned with those possessed by more experienced engineers (Duch et al, 2001;Frank et al, 2003;Prince & Felder, 2006).…”

Section: Project-based Learning (Pbl)mentioning

confidence: 94%

Application of Project-Based Learning in the first year of an Industrial Engineering Program: lessons learned and challenges

Pereira

Barreto

Pazeti

2017

Prod.

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The Industrial Engineering Program at the School of Engineering of Lorena at the University of São Paulo has been using the Project-Based Learning (PBL) methodology in the first term of the academic year since 2013. This article describes the experience of the first four years of the use, the lessons learned, and the remaining challenges. The use of PBL has been widely recognized by the students as one of the Industrial Engineering program's differentiating features. Lessons have been learned continuously and have been subsequently incorporated to the application of the project. Much has been refined during this time frame but there is much more to be done. Some challenges persist, such as: (i) improving interaction with the course of Calculus I; (ii) enhancing peer evaluation; (iii) expanding the project coordination team, and (iv) refining tools for data collection and analysis Keywords

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Section: Project-based Learning (Pbl)mentioning

confidence: 94%

Application of Project-Based Learning in the first year of an Industrial Engineering Program: lessons learned and challenges

Pereira

Barreto

Pazeti

2017

Prod.

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“…Our results are in accord with results of previous studies on the advantages of project-based learning, as well as with the results of studies done in pharmacy. 11,[19][20][21] Project-based learning has its challenges as well. In our study, the students were especially frustrated about the long-term commitment needed and the tight deadlines, which changed often because of outside partners.…”

Section: Discussionmentioning

confidence: 99%

Professional Competencies Learned Through Working on a Medication Education Project

Hämeen‐Anttila

Saano

Vainio

2010

American Journal of Pharmaceutical Education

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Objectives. To implement a medication education project and assess the competencies students learned and implemented in professional practice after graduation. Design. Fourth-year pharmacy students planned, carried out, and reported on a real-life project during 1 study year. Outside experts and 2 faculty members facilitated the work. The aim of the medication education project was to create material that schoolteachers could use to teach children about rational use of medicines. Assessment. All students who had participated in the medication education program during its 3 years were contacted (n 5 31). A questionnaire was sent to the 21 students who had graduated (18 responded), and a focus group was conducted with the 10 students completing their final year of pharmacy school (9 participants). The competencies that the students reported learning most were teamwork and social interaction skills. They considered the project motivating but also found it challenging and the deadlines frustrating. Conclusions. Through participation in a medication education project, students learned interpersonal skills, time management, conflict resolution, and other skills that many of them already were finding valuable in their professional practice.

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“…This extra-curricular activity is related to the application of a project-based learning methodology in the Degree of Industrial and Product Development [7][8][9].…”

Section: Figure 3 Renders Of Some Projects Presented In An Internatimentioning

confidence: 99%

Strategies to Establish the Structure and the Evaluation System of the Student Projects in the Bachelor Engineering in Industrial Design and Product Development at Universitat Politècnica De València – Campus of Alcoi

Sanchís¹,

Jordá‐Vilaplana²,

Valor³

et al. 2017

EDULEARN Proceedings

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The Bachelor Engineering in Industrial Design and Product Development is a multidisciplinary degree, in which a wide range of disciplines have a key role in the final projects developed by the students of fourth grade.At Universitat Politècnica de València -Campus d'Alcoi, a number of lecturers are involved in an Education Project in order to change and adapt the evaluation system of the student projects. The current model is based on developing the work with the help of a supervisor and the evaluation carried out by other three teachers, who form the panel.In the frame of the Education Project, some teachers are trying to apply new strategies to improve both the supervising process and the evaluation system of the projects.First of all, an index is provided to the students to adapt the structure of their work. Then, it is intended that a number of teachers, each one from a different specialization, supervise the progress of the students weekly. Finally, the same teachers will take part in the evaluation as examiners. All this work must be integrated in the 120 attendance hours established to develop the project, which correspond to the 12 credits ECTS.In the frame of the new teaching-learning methodologies, the aim of this Education Project is to provide a system to develop and evaluate the student final projects, taking into account the role of students, supervisors and examiners in every stage of the work.

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Implementing the Project-Based Learning Approach in an Academic Engineering Course

Cited by 320 publications

References 6 publications

Application of Project-Based Learning in the first year of an Industrial Engineering Program: lessons learned and challenges

Application of Project-Based Learning in the first year of an Industrial Engineering Program: lessons learned and challenges

Professional Competencies Learned Through Working on a Medication Education Project

Strategies to Establish the Structure and the Evaluation System of the Student Projects in the Bachelor Engineering in Industrial Design and Product Development at Universitat Politècnica De València – Campus of Alcoi

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