scholarly journals 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

2020 ◽  
Author(s):  
Richard Thibault ◽  
Noel Boutin
Keyword(s):  
Learning Strategies ◽  
Engineering Students ◽  
Project Based Learning ◽  
First Year ◽  
Learning Journal

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

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

2020 ◽  
Author(s):  
Werner Creixell ◽  
Rachelle Pedersen ◽  
Susan Ritchey
Keyword(s):  
Engineering Students ◽  
Project Based Learning ◽  
First Year

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

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.

scholarly journals A Comparative Assessment of Online Learning Readiness for First Year and Final Year Engineering Undergraduates

2021 ◽  
Vol 7 (1) ◽  
pp. 86-105
Author(s):  
Yee-Yong Lee ◽  
Su-Hie Ting
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Instructional Delivery ◽  
First Year ◽  
Delivery Methods ◽  
Curricular Development ◽  
Online Learning Readiness

Measuring student readiness in online learning should also be of great concern to institutions, including all areas from their curricular development to the pedagogies they experience. Although there have been attempts at universities to develop online learning courses, students' readiness has yet to be investigated, particularly for engineering students who take a mix of theoretical and practical-based courses. This study evaluates the readiness of civil engineering students toward the implementation of online learning and their preferences and acceptance towards online instructional delivery and assessment methods. Ways for improvement are proposed in line with the students’ readiness to determine the best desirable practices and strategies for online pedagogy. Respondents are selected from first and final year students, to examine and compare their online learning perspectives. A survey questionnaire was used. Findings revealed that year one and year four students' readiness was relatively moderate for most of the components and relatively high for the components that involved hardware/software requirements and technology skills. Most respondents indicated a moderate acceptance level on online assessment, ranging from a mean score of 3.46 to 3.81. As online learning is gradually becoming another method for life-long and self-determined learning, findings from the study might help university educators to develop better online learning strategies, especially delivery methods and assessments, to help students cope with online teaching and learning.

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

2020 ◽  
Vol 15 (1) ◽  
pp. 18-32 ◽  
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.

scholarly journals Different Teaching Approaches and Use of Active Learning Strategies as Tools for Inter- and Transdisciplinary Education

2020 ◽  
Vol 8 (2) ◽  
pp. 15
Author(s):  
Carlos Alberto Moreira Dos Santos ◽  
Marco Antonio Carvalho Pereira ◽  
Mariana Aranha De Souza ◽  
João Paulo Machado Dias ◽  
Felipe Souza Oliveira
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Teaching Approaches ◽  
Educational Professionals ◽  
Show Evidence ◽  
Active Learning Strategies

This work reports a review on some of the ways in which education and research can be used to solve today’s complex problems by taking into account teaching and learning strategies that go beyond traditional teaching strategies. It revisits different teaching approaches and connects them directly to uni-, pluri-, multi-, inter-, and transdisciplinary attitudes, and how educational professionals think of the subject of teaching. This discussion reflects on how teachers tend to reproduce procedures they observed in their own graduation programs and why experienced teachers opt for inter- and transdisciplinary attitudes. Using a qualitative approach, this work illustrates the results from a Project-Based Learning strategy applied to a group of Major Engineering students to solve problems at the University’s Campus. Participants included 25 students engaged to Physics Engineering program supervised by different faculty members, experienced undergraduate and graduate students, and technicians, who had mentored the undergraduate students’ teams, all working in subjects closely related to the projects. The products developed by the teams show evidence that the students were motivated and engaged in the projects; this supports the premise that inter- and transdisciplinary approaches drive collaboration in the execution of projects, develop soft skills and permit knowledge development in an articulate and complex way thereby leading to a broader education of the students.

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