scholarly journals Leadership Development through Project Based Learning

Author(s):  
Karen Cain ◽  
Sandra Cocco

The traditional hierarchical model of leadership is outdated and in its place are flatter industrial models where leadership is shared amongst the various individuals in a team. The modern team based project is an essential method used to create successful endeavors. Engineers must be trained to lead and participate in multidisciplinary teams. The learning process of becoming an effective leader and a valued team member must begin through the introduction of leadership skills during undergraduate engineering education. Project Based Learning (PBL) is an example where such training can have a profound influence on the learner, enabling growth of future leaders. Project Based Learning has long been touted as an excellent method of active learning which greatly facilitates application and retention of theory. Its use to improve ‘soft skills’ such as communication, individual growth, life-long learning and team-work is also evident. Difficulties with PBL are more often institutionally-based involving implementation on a large scale and faculty enthusiasm and time commitments. This paper expands on the use of PBL as a method to develop student leaders focusing on individual student experiences within team environments. It introduces various PBL approaches and their implementation within an existing engineering educational framework.

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
R Khozhamkul ◽  
L Kosherbaeva ◽  
A Kumar ◽  
K Bayildinova ◽  
S Sydykova

Abstract Healthcare reform in Kazakhstan has created a basis for shift from disease centered approach to person and prevention centered healthcare. In order to embrace that agenda, Kazakh National Medical University has developed and implemented project-based course in General practitioners (GP) training program at the internship level. The objective of the program is to acquire skills on work in multidisciplinary teams for health promotion and research. We used project-based learning pedagogical framework for the course. 6 ECTS course was integrated into curriculum of internship in the track of GP training, at the 7th year, for 1 semester. During the course participants were introduced to the theoretical concepts of health promotion and disease prevention program planning, created and implemented their own project. At the end of the course students were required to do a poster presentation. Main outcomes of educational program were that students will (1) gain understanding of health promotion and disease prevention concepts, (2) would be able to implement research skills, (3) and work in integrated multidisciplinary team. To measure results, we disseminated self-administered online based questionnaire for students after the last class (n = 122). Questionnaire consisted of 4 domains: self-development and team work, teaching, context and clinical practice. There were 17 domains that students assessed with 5-point Likert scale, where 1- strongly disagree, 2- disagree, 3- agree to some extent, 4 - agree, 5 - strongly agree. Questionnaire also included 1 open - ended question for overall comments on the course and demographic questions. The response rate was 68,8% (n = 84), overall satisfaction rate was 77.6% (3.88 out of 5), rate on team work and practical work was 86% (4.3) and 83.6% (4.18). Comments of students showed that there is still not enough understanding on integrated person-centered primary healthcare approach and lack of integrated team work at clinical sites. Key messages Education of future general practitioners should include training on teamwork in integrated teams and health promotion. Project based learning helps training multi-disciplinary team work skills not only within students but also in teams at involved sites.


Author(s):  
Calin Stoicoiu ◽  
Karen Cain

Industry is progressively moving at a faster pace with complicated problems and projects that require increasingly rapid turn-around. Newly graduated engineers are often required to work on projects having, in many cases, poorly defined scope, constraints and outcomes. In addition to their technical knowledge, employers expect enhanced communication, entrepreneurial and managerial skills.Project-based learning (PBL) enhances engineering education, providing students with a setting that closely simulates their post-graduation work environment. The addition of projects into the engineering curriculum creates avenues towards improving communication, individual growth, life-long learning and team-work; skills that industry desires. The key has always been to present students with problems and projects that are as open-ended and realistic as possible, creating situations that closely resemble those encountered in industrial settings, such as: project requirements that are not well structured, changes to project scope and timelines and the need to address a customer’s changing needs or expectations.The addition of a real project in cooperation with an industry partner may be the ultimate method of achieving these goals. The development and management of the project is complex involving students, faculty, and the industry partner, but generates tangible advantages for all three parties. This paper will discuss the many benefits and challenges of incorporating a real industrial project into the educational environment.


2018 ◽  
Vol 23 (suppl_1) ◽  
pp. e16-e16
Author(s):  
Ahmed Moussa ◽  
Audrey Larone-Juneau ◽  
Laura Fazilleau ◽  
Marie-Eve Rochon ◽  
Justine Giroux ◽  
...  

Abstract BACKGROUND Transitions to new healthcare environments can negatively impact patient care and threaten patient safety. Immersive in situ simulation conducted in newly constructed single family room (SFR) Neonatal Intensive Care Units (NICUs) prior to occupancy, has been shown to be effective in testing new environments and identifying latent safety threats (LSTs). These simulations overlay human factors to identify LSTs as new and existing process and systems are implemented in the new environment OBJECTIVES We aimed to demonstrate that large-scale, immersive, in situ simulation prior to the transition to a new SFR NICU improves: 1) systems readiness, 2) staff preparedness, 3) patient safety, 4) staff comfort with simulation, and 5) staff attitude towards culture change. DESIGN/METHODS Multidisciplinary teams of neonatal healthcare providers (HCP) and parents of former NICU patients participated in large-scale, immersive in-situ simulations conducted in the new NICU prior to occupancy. One eighth of the NICU was outfitted with equipment and mannequins and staff performed in their native roles. Multidisciplinary debriefings, which included parents, were conducted immediately after simulations to identify LSTs. Through an iterative process issues were resolved and additional simulations conducted. Debriefings were documented and debriefing transcripts transcribed and LSTs classified using qualitative methods. To assess systems readiness and staff preparedness for transition into the new NICU, HCPs completed surveys prior to transition, post-simulation and post-transition. Systems readiness and staff preparedness were rated on a 5-point Likert scale. Average survey responses were analyzed using dependent samples t-tests and repeated measures ANOVAs. RESULTS One hundred eight HCPs and 24 parents participated in six half-day simulation sessions. A total of 75 LSTs were identified and were categorized into eight themes: 1) work organization, 2) orientation and parent wayfinding, 3) communication devices/systems, 4) nursing and resuscitation equipment, 5) ergonomics, 6) parent comfort; 7) work processes, and 8) interdepartmental interactions. Prior to the transition to the new NICU, 76% of the LSTs were resolved. Survey response rate was 31%, 16%, 7% for baseline, post-simulation and post-move surveys, respectively. System readiness at baseline was 1.3/5,. Post-simulation systems readiness was 3.5/5 (p = 0.0001) and post-transition was 3.9/5 (p = 0.02). Staff preparedness at baseline was 1.4/5. Staff preparedness post-simulation was 3.3/5 (p = 0.006) and post-transition was 3.9/5 (p = 0.03). CONCLUSION Large-scale, immersive in situ simulation is a feasible and effective methodology for identifying LSTs, improving systems readiness and staff preparedness in a new SFR NICU prior to occupancy. However, to optimize patient safety, identified LSTs must be mitigated prior to occupancy. Coordinating large-scale simulations is worth the time and cost investment necessary to optimize systems and ensure patient safety prior to transition to a new SFR NICU.


2021 ◽  
Vol 102 (8) ◽  
pp. 8-13
Author(s):  
Thomas Hatch

Taking advantage of the possibilities for learning outside of school requires us to build on what we know about why it is so hard to sustain and scale up unconventional educational experiences within conventional schools. To illustrate the opportunities and challenges, Thomas Hatch describes a large-scale approach to project-based learning developed in a camp in New Hampshire and incorporated in a Brooklyn school, a trip-based program in Detroit, and Singapore’s systemic embrace of learning outside school. By understanding the conditions that can sustain alternative instructional practices, educators can find places to challenge the boundaries of schooling and create visions of the possible that exceed current constraints.


Author(s):  
Indarti Indarti

Fashion design education is one of education that prepares students to work in fashion design field. Students research future fashion trends, sketch designs, select colors, fabrics and patterns, and give instructions on how to make the products they designed. Fashion design education not only nurture and develop student’s creative skills, it also teaches essential practical skills such as production techniques and material properties, to create a final product. According to this, new educational methods and strategies are needed in order engage students in the learning process and guarantee higher quality. Project-based learning (PBL) is example of educational approach that takes in account student-center learning. Project based learning (PBL) provides opportunities for students to build these qualities, as well as more deeply learn traditional academic content and understand how it applies to the real world. The methods of Literature review will apply in this research. Literature searches process through journal, proceeding and book. Literature searches are also undertaken most using computer and electronic databases. PBL methodology enhances students learning and improves students’ confident, technical skill, soft skill and prepare graduate for professional practice. The benefit of implementing PBL are increase team work skill and student motivations, articulation between theory and practice, inquiry and problem solving.


2021 ◽  
Vol 5 (1) ◽  
pp. 13
Author(s):  
Damayanti Damayanti

<p>An era of technological disruption is marked by digitization in various lives. Apart from offering benefits, the industrial revolution 4.0 also has challenges that must be faced. The challenges faced by a country when implementing the 4.0 industrial revolution are the emergence of resistance to changes in demographics and social aspects, instability in political conditions, limited resources, risk of natural disasters and demands for the application of environmentally friendly technology. The PESTEL framework is the basis for considering political, economic, social, technical, environmental and legal factors to analyze challenges in the era of the industrial revolution 4.0. Indonesia needs to improve the quality of workforce skills with digital technology. The relevance of education and work needs to be adjusted to the development of the era and science and technology while still paying attention to aspects of humanities. It is important to identify in competency classification, including: 1) Technical competence consists of all knowledge and skills related to work, 2) Methodological competencies include all skills and abilities for general problem solving and decision making, 3) Social competence includes all skills and abilities as well as attitudes to cooperate and communicate with others, and 4) Personal competence includes social values, motivation, and individual attitudes. New literacy, leadership, team work, mental maturity and character, culture and entrepreneurship make HR function properly in the community. The development of thematic studies in various disciplines is linked to the real world, project-based learning, through general education (extra-curricular) programs, and internships/practical work and the important thing that can support it is foreign language skills. Thus, competent human resources (HR), critical thinking, lateral thinking and entrepreneurship can be realized.</p>


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jodie Birdman ◽  
Arnim Wiek ◽  
Daniel J. Lang

Purpose This research aims to investigate the role of project-based-learning within graduate sustainability curricula through the lens of key competence development. Project-based learning has become a widely recommended pedagogy for sustainability education. It is hypothesized that through collaboration, student autonomy and real-world application, students develop key competencies for sustainability. This paper also aims to examine the connection between project-based learning and competence development on a program level from the student perspective. Design/methodology/approach This two-year comparative case study follows the project-based-learning journeys of nine graduate sustainability students from three programs: the Master’s of Sustainability at Arizona State University, the Master’s of Sustainability Science at Leuphana University of Lüneburg and the Global Sustainability Science Master’s, an ASU and Leuphana collaboration. Over four semesters, the students each took part in four competence-oriented self-assessments and interviews to map their perceived learning throughout their programs. Additional contextual information was gathered from program and course materials and descriptions, instructor interviews and in vivo observations. Findings The defining aspects of project-based learning including collaboration, student autonomy and real-world connection do contribute to students’ self-perceived competence development. Student-driven and program-driven project-based learning experiences equally foster this result, as long as the pedagogical challenges of balancing support and student independence associated with each are mitigated through instructor actions, program design or individual student coping skills. Originality/value The results of this research can support higher education institutions in designing sustainability programs aimed at competence development through project-based learning. The focus on the curricular and program level combined with repeated overtime student-reported attribution to specific courses and activities bridges the gap between individual course case studies and theoretical recommendations for curriculum design. In addition to length and depth, this study also forefronts student experience of curricula as delivered.


Author(s):  
Tara Madden-Dent ◽  
Deborah Oliver ◽  
Brooke Stratton ◽  
Eleanor A. Strand ◽  
Kimberly Reed

Institutions of higher learning serve as global catalysts for equitable educational systems as drivers of educator workforce that lead with social, emotional, and academic development (SEAD) practices. Colleges and universities are well-positioned to instruct on explicit social emotional learning (SEL) not only within pre-service programs of study, but have the unique opportunity to provide continuous education for in-service educators. This large-scale capacity to influence those who shape student experiences is more important today than ever before as schools seek safer, more inclusive campuses and digital learning environments with culturally responsive and respectful communication and interactions. The need for SEL skills across workforce sectors conflicts with the lack of SEL education in higher educational programs. To contribute to the body of literature around post-secondary SEL education, this chapter introduces new graduate-level SEAD courses and how they influenced pre-service and in-service teacher candidates.


2018 ◽  
Vol 8 (12) ◽  
pp. 1649 ◽  
Author(s):  
Dareen Assaf

Times of crisis and the critical conditions that Syrian students have experienced during the last six years have a significant influence on their level of motivation, their academic performance and their attitudes towards their study in general and language learning in specific. This study explores the effects of project-based learning through video making on students' motivation and attitudes towards English courses in comparison to the negative effects produced by the traditional teaching which is mainly based on textbooks. This research is carried out at Arab international university, Foreign Language Center. A total of 24 intermediate students from three different majors participated in the study. Data were drawn from a number of resources including group discussions and informal notes, student self-evaluation questionnaire, and students' performance results. The learning outcomes were remarkable. The motivational level and the attitudes of the experimental group in the second part of the course in which project-based learning sessions were held improved and witnessed a difference in performance comparing it to the first eight weeks of the course in which traditional teaching approach was implemented. Moreover, the learners have improved their linguistic skills when attempting to write the video scripts in addition to developing their oral presentation skills, team work, and their organization and planning skills.


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