Students’ and teachers’ perceptions: initial achievements of a Project-Based Engineering School

Terrón-López, María-José; Velasco-Quintana, Paloma-Julia; García-García, María-José; Ocampo, Jared R.

doi:10.1080/03043797.2016.1267715

Cited by 5 publications

(1 citation statement)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies have demonstrated that project experiences result in statistically significant increases in students' selfconfidence in professional, interpersonal, and open-ended problem-solving skills [7]. The implementation of PBL has also resulted in clear improvements regarding soft skills like teamwork and responsibility; one study in Spain found that 71% of students had a positive perception of key skills gained through the large projects such as "teamwork, autonomous learning, and responsibility", critical components of ABET outcomes 5 and 7 [8]. Cornerstone projects are those in which first-year students undertake a team-based project.…”

Section: Literature Reviewmentioning

confidence: 99%

The Complete Engineer: How the Whiting School’s Engineering Management and Leadership Course Complements Senior Design

Russell,

Izenberg,

Agronin

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

Section: Literature Reviewmentioning

confidence: 99%

The Complete Engineer: How the Whiting School’s Engineering Management and Leadership Course Complements Senior Design

Russell,

Izenberg,

Agronin

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

The impact of project-based learning curriculum on first-year retention, study experiences, and knowledge work competence

Vesikivi

Lakkala

Holvikivi

et al. 2019

Research Papers in Education

View full text Add to dashboard Cite

Technological and social developments during the past years emphasize the importance of knowledge work competence. Additionally, funding of universities in Finland was changed to be based largely on yearly accumulated credits, therefore improving retention is of critical importance for the institution. In order to improve first-year retention (measured by credit accumulation) and learning of knowledge work practices, Metropolia UAS (University of Applied Sciences) changed the Information technology curriculum by integrating single topic 3-5 credit courses into multidisciplinary 15 credit courses that included substantially more project work where students solve open-ended problems. This study focuses on investigating how the new curriculum influenced firstyear retention, students' study experiences and self-evaluated development of knowledge work competence. Research data included study register data on course completion and student feedback collected through online questionnaires after each course. Retention rate was substantially improved compared to previous years.Furthermore, student collaboration and independence were found to increase overall satisfaction and to boost learning in project teams.

show abstract

Literature review of students’ perceptions of generic competence development in problem-based learning in engineering education

Boelt

Kolmos

Holgaard

2022

European Journal of Engineering Education

View full text Add to dashboard Cite

Students’ and teachers’ perceptions: initial achievements of a Project-Based Engineering School

Cited by 5 publications

References 16 publications

The Complete Engineer: How the Whiting School’s Engineering Management and Leadership Course Complements Senior Design

The Complete Engineer: How the Whiting School’s Engineering Management and Leadership Course Complements Senior Design

The impact of project-based learning curriculum on first-year retention, study experiences, and knowledge work competence

Literature review of students’ perceptions of generic competence development in problem-based learning in engineering education

Contact Info

Product

Resources

About