Project-Based Learning for First-Year Engineering Students: Design of CO2 Sequestration

Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.

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A Project-based Learning Alternative for First-year Engineering Students

10.18260/1-2--34035 ◽

2020 ◽

Author(s):

Werner Creixell ◽

Rachelle Pedersen ◽

Susan Ritchey

Keyword(s):

Engineering Students ◽

Project Based Learning ◽

First Year

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The Use of Blogs in a Project-Based Learning Context for First-Year Engineering Students’ Teams

Volume 9: Engineering Education ◽

10.1115/imece2020-23768 ◽

2020 ◽

Author(s):

Anabela C. Alves ◽

Ana C. Pereira ◽

Celina P. Leão ◽

Sandra Fernandes ◽

Andre F. Uebe-Mansur

Keyword(s):

Engineering Students ◽

Assessment Method ◽

Project Based Learning ◽

Industrial Engineering ◽

First Year ◽

Learning Context ◽

First Semester ◽

Teachers And Students ◽

Development Context ◽

Project Phases

Abstract The Integrated Project of Industrial Engineering and Management 1 (IPIEM1) is a curricular unit of the first year developed in the first semester of the Integrated Masters degree of Industrial Engineering and Management (IEM11) – University of Minho, Portugal. In the 2019’s 1st semester and in the IPIEM1 previous versions, Project-Based Learning (PBL) was usually adopted as a learning methodology. In this pedagogical development context, freshman students develop a project integrating all five courses related to this current semester. To undertake this project, the students work in large teams that comprise nine to ten members. Throughout the semester, each team must accomplish the project phases and tasks. To communicate their progress and results developed during the semester, each team designed a blog. In the IPIEM1 previous editions of PBL of this year in this program, the weblog (blog) digital technology was also adopted, but it was never assessed. Thus, this paper has two main objectives: 1) to evaluate the importance of the blog for the teams; 2) to discuss teams’ engagement during its development, knowing that it would be a part of the assessment method. The survey results revealed that the teams considered the blog useful to keep an update record of the project progress and to stimulate the writing and reflection about project contents. Furthermore, some of teachers’ and students’ considerations showed the need for providing more training and experience in the development of blogs.

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Bringing First Year Engineering Students To Reflect On Their Learning Strategies Via A Learning Journal And An End Of Semester Essay In The Context Of A Problem Based And Project Based Learning Curriculum

10.18260/1-2--10486 ◽

2020 ◽

Author(s):

Richard Thibault ◽

Noel Boutin

Keyword(s):

Learning Strategies ◽

Engineering Students ◽

Project Based Learning ◽

First Year ◽

Learning Journal

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Service Learning Versus Traditional Project-Based Learning: A Comparison Study in a First Year Industrial and Systems Engineering Course

International Journal for Service Learning in Engineering Humanitarian Engineering and Social Entrepreneurship ◽

10.24908/ijsle.v15i1.13569 ◽

2020 ◽

Vol 15 (1) ◽

pp. 18-32 ◽

Cited By ~ 1

Author(s):

Christina Scherrer ◽

Jennifer Sharpe

Keyword(s):

Service Learning ◽

Systems Engineering ◽

Engineering Students ◽

Project Based Learning ◽

First Year ◽

Management Communication ◽

Professional Career ◽

Hands On ◽

Real Community ◽

Service Learning Projects

Service learning involves solving a real community problem while meeting course learning outcomes. Participation in service learning is hypothesized to improve undergraduate student engagement and retention, but little research has been done to measure its impact specifically on beginning engineering students. This study compares two sections of an introduction to industrial and systems engineering course; one with a service learning term project and one with a traditional project-based term project. The service learning project was designed to be a hands-on approach to the material in the project management, communication, and teamwork modules of the course, in addition to giving students the opportunity to practice industrial and systems engineering functions related to their community partner’s defined problem. Surveys, grade data and interviews provide evidence that service learning projects improved students’ perceptions of their preparation for a successful academic and professional career and also lend limited support to improved engagement and retention in engineering compared to the students in the traditional project section.

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