scholarly journals Predictive Fuzzy model for a First Year Design Oriented Project Based Learning course

2018 ◽  
Author(s):  
Raj Jaiswal ◽  
Rohanie Maharaj ◽  
Festus Addo-Yobo ◽  
Sarim Al-Zubaidy
Keyword(s):  
Fuzzy Model ◽  
Project Based Learning ◽  
First Year

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

scholarly journals Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Dina Tsybulsky ◽  
Yulia Muchnik-Rozanov
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Classroom Practices ◽  
Teacher Education Program ◽  
Project Based Learning ◽  
First Year ◽  
Emotional Experiences ◽  
Teaching Competencies ◽  
Research Questions

AbstractThe study investigated preservice teachers’ (PST) emotional experiences, teaching competencies, and the connection between the two over the course of a pedagogical practicum conducted using a project-based learning (PBL) approach. The study addressed the following research questions: (a) Which emotional experiences accompanied PSTs’ PBL-based pedagogical practicum?(b) Of the competencies for implementing PBL that the PSTs developed during the practicum, which did they consider using as part of their classroom practices in the future? (c) Is there a connection between PSTs’ emotional experiences and their self-reported competencies for implementing PBL in their classroom practices? Participants were 16 preservice teachers in their first year in the teacher-education program for teaching sciences. Data were collected from reflective reports, submitted at the end of the first and second semesters, thereby addressing the middle and final stages of the PBL-based practicum, and were analyzed using three complementary methodologies: content, linguistic, and statistical analyses. The findings indicate that, as portrayed by the participants, PSTs’ immersion in the PBL-based practicum was accompanied by both positive and negative emotional experiences. While immersed in the PBL practicum, the PSTs described themselves as developing various teaching competencies for implementing PBL in the classroom. It was also found that the positive emotional experiences outnumbered the negative, and this predominance was positively linked to the development of the PSTs’ competencies.

scholarly journals Project-based Approach in a First-Year Engineering Course to Promote Project Management and Sustainable Energy Development

2018 ◽  
Author(s):  
Pooya Taheri ◽  
Csilla Tamas
Keyword(s):  
Sustainable Energy ◽  
Energy Development ◽  
Project Based Learning ◽  
First Year ◽  
Learning Approach ◽  
Group Project ◽  
Energy Demands ◽  
Energy Needs ◽  
Engineering And Technology ◽  
Scientific Technical

To safeguard the environment and satisfy the energy needs of the present, without compromising the ability of future generations to do the same, sustainable energy development is urgently needed. This complex task is riddled with social, political, scientific, technical, and environmental challenges. Education is essential if we are to meet the energy demands of the world in the most sustainable manner available to us. Langara College offers a first-year engineering course that is meant to introduce students to engineering design and case studies, in addition to providing a brief glance on the history, ethics, and the different disciplines of engineering (APSC 1010–Engineering and Technology in Society). This paper demonstrates how this, or similar courses are optimized to raise awareness of the sustainability issues this planet is facing.Using a project-based learning approach that promotes teamwork and research, this course uses a variety of instructional methods including lectures, class discussions, and guest appearances by experts in their fields. Introductions to technical concepts, such as soldering, 3D printing, and microcontroller, are also addressed. The course culminates in a group project in which students are encouraged to select and research an issue on sustainable development. Several topics, which has already been briefly covered by the curriculum, include population, ecosystem, energy, and water.

Project-Based Learning to Improve Core First-Year Engineering Courses

2019 ◽  
Author(s):  
Howard Lukefahr ◽  
Craig Watterson ◽  
Arthur Roberts ◽  
Dale Carnegie ◽  
Morgan Atkins
Keyword(s):  
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.

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