Project‐Based Learning for Teaching Business Analytics in the Undergraduate Curriculum*

A new pedagogical approach called engineering education through degree-long project has been implemented in the mechanical engineering program at the University of Cincinnati as a part of the NSF CCLI project. The approach integrates selected courses across the undergraduate curriculum of the mechanical engineering program using a degree-long project (DLP) as the theme. Design of Formula SAE® race car was employed as the first DLP. In each course in the sequence, the concept of the DLP approach and the role of the assignment in the course in the overall DLP are explained to students. In early-year courses, assignments are simple problems designed to show how abstract concepts are eventually applied to engineering tasks. In later-year courses, more involved design projects are used aiming at nurturing the ability to solve open-ended engineering problems. In conducting the approach, the most difficult part was developing an interesting and challenging problem which is relevant to practical applications, especially in early year courses. Findings through student evaluations and a stake-holders workshop on the improvement of the approach are discussed.

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Better Practices for Teaching Business Analytics

Volume 48, Number 4, August 2021 ◽

10.1287/orms.2021.04.27 ◽

2021 ◽

Keyword(s):

Business Analytics ◽

Teaching Business

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IMPLEMENTATION OF PROJECT-BASED LEARNING IN SECONDYEAR CELLULAR BIOPHYSICS COURSE AND STUDENTS’ PERCEPTION OF THE VALUE OF THE PRACTICE

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.13866 ◽

2019 ◽

Author(s):

Roza Vaez Ghaemi ◽

Vikramaditya G. Yadav

Keyword(s):

Student Satisfaction ◽

Student Performance ◽

In Silico ◽

Undergraduate Curriculum ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Final Exam ◽

Report Quality ◽

High Level

This paper summarizes the perceptions and attitudes of sophomores in the School of Biomedical Engineering at the University of British Columbia (UBC) about the implementation of project-based learning (PjBL) in the instruction of cellular physiology and biophysics. The course is a core component of the undergraduate curriculum, and PjBL was deployed during the tutorial sessions. Students were assigned a research-oriented project to assess drug leads in-silico, and were trained in the use of an assortment of bioinformatics and computational tools. The tutorial also included some wet laboratory demonstrations of experiments that are typically performed to validate the in-silico results. The project comprised 20% of the students’ grades and introduced them to a highly pertinent problem in the pharmaceutical industry, namely the development of a therapeutic for Parkinson’s disease. Effectiveness of the instruction was assessed through the use of online questionnaires, as well as an analysis of report quality and student performance in a final exam question on the topic. The use of PjBL was determined to be highly effective and student retention of the concepts contrasted markedly with that of concepts introduced in other modules of the course. Student satisfaction was also high, and student selfassessment of their knowledge revealed a high level of confidence in their proficiency with the software. In summary, PjBL promotes student learning, equips them with critical thinking skills and prepares them more effectively for the job force.

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Teaching strategies for nourishing creativity and innovation

Innovations in Teaching & Learning Conference Proceedings ◽

10.13021/g85g68 ◽

2016 ◽

Vol 8 ◽

Author(s):

Mihai Boicu ◽

Ioulia Rytikova ◽

Laura Poms ◽

Jill Nelson ◽

Nathalia Peixoto ◽

...

Keyword(s):

Undergraduate Students ◽

Flipped Classroom ◽

Panel Discussion ◽

Undergraduate Curriculum ◽

Practical Experience ◽

Project Based Learning ◽

Lessons Learned ◽

Limiting Factors ◽

Research Experience ◽

Creativity And Innovation

Creativity and innovation is at the core of the PhD programs, but it is much less present in undergraduate or master programs creating a difficult gap for many students. Moreover, the dynamics of the evolution of the current world is making creativity and innovation a requirement for many jobs. However, large class sizes, density of the material presented, domain complexity and instructor research experience are some of the limiting factors that make difficult to include creativity and innovation training in the undergraduate curriculum. In this lightning talk session, educators with practical experience in preparing undergraduate students for creativity, innovation and research, will present and debate strategies to overcome these challenges in classes of various types (e.g. online vs. in class), levels (introductory vs. specialized electives) and using a diverse spectrum of methods, (including active learning, experiential learning, team-based learning, flipped classroom, project-based learning, competition-based learning, capstone courses, and extra-curriculum activities). The session will continue with a panel discussion about the applicability of such methods in various settings, how to start including such elements in classically taught curriculum, and will answer questions from the audience. Specific case studies from the audience are encouraged and will be discussed. At the end of this session the participants will have a better understanding of available strategies and lessons learned of how to make creativity and innovation integral part of the curriculum.

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