Peer-Mentoring in Design Projects in Project-Based Learning (PBL) at First-Year Engineering Course

2021 ◽  
Author(s):  
Jyoti Gadad ◽  
Vinay Talageri ◽  
Preethi Baligar ◽  
Gopalkrishna Joshi
Keyword(s):  
Peer Mentoring ◽  
Project Based Learning ◽  
First Year ◽  
Design Projects

Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective

2020 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Celina P. Leão ◽  
Sandra Fernandes
Keyword(s):  
Continuous Improvement ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
First Year ◽  
Case Scenario ◽  
Student Centered ◽  
Student Centered Learning ◽  
Continuous Improvement Process ◽  
On Line

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.

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

2011 ◽  
Vol 17 (2) ◽  
pp. 101-118 ◽  
Author(s):  
P R Neal ◽  
M Ho ◽  
G Fimbres-Weihs ◽  
F Hussain ◽  
Y Cinar
Keyword(s):  
Co2 Sequestration ◽  
Engineering Students ◽  
Project Based Learning ◽  
First Year

Project-Based Learning in Chemical Engineering

2022 ◽  
pp. 1-19
Author(s):  
John Robinson ◽  
Daniel Beneroso
Keyword(s):  
Problem Solving ◽  
Chemical Engineering ◽  
Holistic Approach ◽  
Project Based Learning ◽  
Educational Approach ◽  
Comprehensive Overview ◽  
Global Challenges ◽  
Technological Advances ◽  
Design Projects ◽  
The University

Solutions to global challenges need a range of engineers with diverse skills and attributes, and it is the responsibility of engineering educators to shape the engineering education landscape, using their problem-solving expertise to educate future engineers for modern technological advances. Project-based learning (PjBL) is an educational approach that can integrate such needed skills and attributes into the curriculum. However, delivering a truly effective PjBL approach can be quite difficult without considering a holistic approach encompassing three key pillars: PjBL curriculum and assessment, PjBL culture, and physical and online PjBL spaces. This chapter presents a comprehensive overview of how PjBL has been successfully deployed across the Chemical Engineering curriculum at the University of Nottingham, UK, through the lenses of those pillars, and in the form of design projects, with a progressive integration and development of diverse skills and competencies throughout the years.

A Case Study of Using Capstone Design as Basis for Curriculum-Wide Project-Based Learning

2011 ◽  
Author(s):  
Barry Hyman ◽  
Sanjeev Khanna ◽  
Yuyi Lin ◽  
Jim Borgford-Parnell
Keyword(s):  
Project Based Learning ◽  
Assessment Process ◽  
Design Management ◽  
Original Design ◽  
University Of Missouri ◽  
Design Projects ◽  
Management Students ◽  
The University ◽  
Capstone Design

This paper describes an NSF funded project in the Mechanical and Aerospace Engineering (MAE) Department at the University of Missouri. A primary goal of this project is to systematically increase project-based learning (PBL) experiences throughout the MAE curriculum. To accomplish this goal, recent capstone design projects that need further refinements serve as the basis for PBL activities throughout the MAE curriculum. A major tool for facilitating these refinement efforts is a new senior/graduate Design Management course in which each student in this course learns how to plan and manage design projects. These students then implement their learning by serving as project team managers in the courses in which the refinement activities are being conducted. This paper provides a detailed case study of five refinements to one capstone design that took place in four different MAE courses during the Spring 2011 semester. The paper describes a Fall 2009 capstone project that consisted of designing a portable wood chipper. The student design was very promising, leading to a chipper with significantly greater chipping capacity than commercially available chippers of the same size and weight. However, several faculty members reviewed the results and identified additional opportunities for refining the design. This paper describes activities during Spring 2011 when students in four different MAE courses developed refinements to the original design. The roles of the Design Management students in these activities are discussed. The paper also includes a discussion of the methods and findings of the formative assessment process, including interviews with, and surveys of, faculty and students.

Peer mentoring for law students—improving the first year advocacy experience

2006 ◽  
Vol 40 (1) ◽  
pp. 23-39
Author(s):  
Jenny Finlay‐Jones ◽  
Nicola Ross
Keyword(s):  
Peer Mentoring ◽  
Law Students ◽  
First Year
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