scholarly journals Project-Based Approach in a First-Year Engineering Course to Promote Project Management and Sustainability

2018 ◽  
Vol 8 (3) ◽  
pp. 104 ◽  
Author(s):  
Pooya Taheri
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Project Based Learning ◽  
Future Generations ◽  
First Year ◽  
Learning Approach ◽  
Student Survey ◽  
Energy Demands ◽  
Energy Needs ◽  
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). 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 in this course. This paper demonstrates how this, or similar courses, are optimized to raise awareness of the sustainability issues this planet is facing. Learning outcomes are evaluated using an anonymous student survey which demonstrates how the students’ project-management and presentation skills have improved.

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.

scholarly journals PENINGKATAN HASIL BELAJAR IPS MELALUI MODEL PROJECT BASED LEARNING KELAS IV SDIT AL KAWAAKIB JAKARTA BARAT

2020 ◽  
Vol 1 (2) ◽  
pp. 105-109
Author(s):  
Ajat Sudrajat ◽  
Ika Budiarti
Keyword(s):  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Project Based Learning ◽  
Learning Approach ◽  
Research Subjects ◽  
School Year ◽  
Model Project ◽  
Class Iv

The pupose of this study was to increase students attention and learning outcomes on social studies learning content through the project based learning approach in class IV at SDIT Al Kawaakib. The research subjects were student of class IV with 11 students consist of male 7 students, female 4 students. This research was conducted on february 1 s.d February 29, 2020. Even semester of the 2019/2020 school year. Based on the results of the study, it shows that student learning outcomes increase with increasing student attention and interes in social studies learning materials through a project-based learning approach. This can be sen from the student learning outcomes in the form of learning completeness which increased up to 73% at the end of cycle 2. The conclusion of this study shows that the Project Based Learning model can increase interest and learning outcomes of fourth grade students of SDIT Al Kawaakib

scholarly journals Integration of Desired Learning Outcomes in a First Year Design Course

2012 ◽  
Author(s):  
Marjan Eggermont ◽  
William Bill Rosehart
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
First Year ◽  
Fall Semester ◽  
Communication Course ◽  
Management Concepts ◽  
Design Projects ◽  
Design Challenge ◽  
Interdisciplinary Course

Our first year design and communication course is an interdisciplinary course involving the application of engineering principles, design, communications, leadership and project management concepts through a sequence of team-based design projects. Integrating and translating these components from lectures to labs and vice versa is a challenge. During the upcoming Fall semester a paper project will be introduced that combines all communications deliverables into a submission for a student design challenge. The instructors expect a greater appreciation for the communications components as a part of the design course.

Teaching Model-Driven Engineering in a Master's Program

2022 ◽  
pp. 1586-1611
Author(s):  
Alexandre Bragança ◽  
Isabel Azevedo ◽  
Nuno Bettencourt
Keyword(s):  
Project Based Learning ◽  
Learning Approach ◽  
Master's Program ◽  
Student Survey ◽  
Model Driven Engineering ◽  
Master Program ◽  
Teaching Experiences ◽  
Model Driven ◽  
Software Complexity ◽  
Software Professionals

Model-driven engineering (MDE) is an approach to software engineering that adopts models as the central artefact. Although the approach is promising in addressing major issues in software development, particularly in dealing with software complexity, and there are several success cases in the industry as well as growing interest in the research community, it seems that it has been hard to generalize its gains among software professionals. To address this issue, MDE must be taught at a higher-education level. This chapter presents a three-year experience in teaching MDE in a course of a master program in informatics engineering. The chapter provides details on how a project-based learning approach was adopted and evolved along three editions of the course. Results of a student survey are discussed and compared to those from another course. In addition, several other similar teaching experiences are analyzed.

scholarly journals Multidisciplinary Project Based Learning Within a Collaborative Framework: A Case Study on Urban Drone Conception

2016 ◽  
Vol 11 (12) ◽  
pp. 36 ◽  
Author(s):  
Sébastien Jacques ◽  
Sébastien Bissey ◽  
Arnaud Martin
Keyword(s):  
Project Management ◽  
Engineering Students ◽  
Systems Design ◽  
Electrical Energy ◽  
Project Based Learning ◽  
Research Project ◽  
Start Up ◽  
Human Material ◽  
Scientific Technical

Multidisciplinary project-based learning (PBL) allows multifaceted real-world problems to be resolved with solutions addressing scientific, technical, business, and social aspects. However, such a method can be very challenging in terms of project management (including planning, coordinating, and management of human, material and financial resources) and time-consuming, especially when involving several partners (academic and industrial partners). This paper provides firsthand experience of multidisciplinary PBL implemented in France in engineering education through a case study on urban drone conception. This research project has been proceeded within a collaborative framework in which 3 specialties (electrical energy systems, industrial computing, and mechanics and systems design) of a graduate school of engineering and a start-up company are jointly involved for the first time. This article discusses knowledge and skills that engineering students are expected to acquire at the end of the research project, and the methods of assessment. The designing, manufacturing, and experimental validation of the urban drone are described. The various steps in the project management, and the interactions with the students and partners (teachers and industrial partner) are particularly highlighted. Qualitative and quantitative data have been collected through questionnaires, student logbooks and reports. The results demonstrate that this experience is overwhelmingly positive since it empowers and enhances student learning.

scholarly journals Designing First-year Sociology Curricula and Practice

2017 ◽  
Vol 13 (4) ◽  
pp. 1 ◽  
Author(s):  
Theda Ann Thomas ◽  
Sue Rechter ◽  
Joy Wallace ◽  
Pamela Allen ◽  
Jennifer Clark ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Bachelor's Degree ◽  
First Year ◽  
Student Survey ◽  
Student Surveys ◽  
First Year Students

Many countries are now specifying standards for graduates in different disciplines, including sociology. In Australia, the Australian Sociological Association (TASA) has developed Threshold Learning Outcomes (TLOs) for sociology to provide the learning outcomes that students graduating with a bachelor’s degree in sociology should achieve. These TLOs have encouraged universities to think explicitly about their sociology curriculum in a holistic way. This paper reports on a project that investigated the skills and concepts sociology students need to learn in first year to meet the TLOs by the time they graduate. The project identified the needs of students as they transition from school or work into the study of sociology in first year through a study of literature of first-year pedagogy and a student survey. A workshop was held for sociology that involved 37 academics from 14 universities. The workshop was used to promote a rethink of teaching of sociology in the light of the new TLOs as well as to collect ideas from the participants. The student surveys, workshop ideas and relevant literature were analyzed and synthesized for each TLO to determine what skills and concepts first-year students needed to learn, identify what they might find difficult and propose strategies for teaching. The paper also provides practical ideas for engaging academics with thinking holistically about the sociology curriculum and for teaching and learning sociology in the first year of an undergraduate degree.

Improving Project-Based Learning Outcomes by Formative Assessment and Strategic Time Optimization

2016 ◽  
Author(s):  
Leo Stocco ◽  
Roberto Rosales ◽  
Ignacio Galiano ◽  
Andy Liu ◽  
David Feixo
Keyword(s):  
Formative Assessment ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Subjective Evaluation ◽  
Project Based Learning ◽  
Student Survey ◽  
Optimization Strategy ◽  
Time Optimization ◽  
The Impact

The 3rd year Electrical Engineering Design Studio (EEDS) course is a project-based learning (PBL) course that gives students hands-on experience with putting electrical engineering principles into practice. It is an electro-mechanical project which provides a particular challenge since electrical engineering students often lack mechanical design skills. It is found here that learning outcomes are improved by a 2-stage formative assessment and time optimization strategy that allows students to extract as much value as possible out of the limited time they have to devote to this exercise. It consists of an innovative assessment strategy that includes formal, informal and self-assessments, and an innovative budgeting, lecture scheduling, parts distribution, and order queueing system. The impact on efficiency is shown through an end-of-term student survey and a subjective evaluation of their work, in comparison to the previous year.

scholarly journals Student-Generated Interview Podcasts: An Assignment Template

2018 ◽  
Vol 11 ◽  
Author(s):  
Clarke Mathany ◽  
Jason Dodd
Keyword(s):  
Lived Experience ◽  
Learning Outcomes ◽  
Content Knowledge ◽  
Knowledge Construction ◽  
Oral Communication ◽  
First Year ◽  
Student Survey ◽  
Theoretical Concepts ◽  
Course Content ◽  
First Year Seminar

Podcast assignments in higher education foster students’ deep engagement in course content, knowledge construction, technical skills, and problem-solving abilities. Persuaded by the success of previous podcast case studies, we designed a podcast assignment in a First Year Seminar course wherein students created a ten-minute podcast based on an interview that compared theoretical concepts to the lived experience of the interviewee. Students were guided through four distinct stages of the assignment: (1) knowledge and skill preparation; (2) organizing and conducting the interview; (3) interview synthesis and post-production; and (4) peer review and class reflection. The results of a student survey indicate that the podcast assignment design and format supported students’ achievement of learning outcomes and that students valued the podcast assignment. From the instructors’ perspective, the podcast assignment allowed students to achieve learning outcomes, improve oral communication skills, and engage with course content in a deep and authentic way. Finally, we provide an assignment template with timelines for instructors considering implementing a student-generated podcast into their course and suggestions for its implementation.

scholarly journals Design Your Experiment (DYE) – Project based learning in Fluid Mechanics Laboratory

2021 ◽  
Vol 5 (1) ◽  
pp. 51-57
Author(s):  
Jay Shah ◽  
Prachi Thareja
Keyword(s):  
Fluid Mechanics ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Project Based Learning ◽  
Team Management ◽  
Student Survey ◽  
Management Skills ◽  
Classroom Learning ◽  
Student Centered ◽  
Student Centered Learning

There is a need to implement an active and student-centered learning experience in the universities, which could help students expand their vision and better understand its application and concepts outside the classroom learning.  This article discusses an approach of Design your experiment (DYE) project in the Fluid Mechanics laboratory to make the course more interesting for the students.  We discuss various components involved in the DYE project and its learning outcomes.  The student survey shows that the DYE helps the students to enhance their fundamentals, improve their communication, leadership and team management skills.  

Sign in / Sign up

Export Citation Format

Share Document