Strategies for Effective Teaching in Project Management

2020 ◽  
pp. 197-223
Author(s):  
Ehsan Gharaie ◽  
Dallas Wingrove
Keyword(s):  
Project Management ◽  
Good Practice ◽  
First Year ◽  
Learner Engagement ◽  
Student Centered ◽  
Transferable Skills ◽  
Personal Response System ◽  
Interactive Nature ◽  
Class Context ◽  
Management Students

Preparing project management students for their future life and work requires actively developing and evidencing a suite of transferable skills and attributes. This chapter reports on how a student-centered pedagogy, which included the use of guided sequential exercises, and the collection of instantaneous student responses through a personal response system (PRS), was implemented in a large first year undergraduate Project Management course. The students' perceptions of this pedagogy demonstrate that they found the pedagogical approach supported their learning and fostered deeper engagement in the course, with the most useful aspect of the course perceived to be its interactive nature. The chapter affirms the importance of giving life to a learning orientation conception of learning. The chapter has implications for ensuring learner engagement in the particular discipline of project management and for good practice in large class context in higher education.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

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.

scholarly journals An Integrated Management Approach in a Higher Education Technology Support Unit

2013 ◽  
pp. 206-228
Author(s):  
Lesley G. Boyd ◽  
Jill W. Fresen
Keyword(s):  
Instructional Design ◽  
Project Management ◽  
Quality Management ◽  
Quality Management System ◽  
Integrated Management ◽  
Good Practice ◽  
Management Approach ◽  
Design Development ◽  
Support Unit ◽  
Instructional Design Process

This case study is located in the Department for Education Innovation (EI), a teaching and learning support unit at the University of Pretoria in South Africa. The initial problem was the need to apply project management and quality management principles to the services offered by the department to faculty members. The authors describe the implementation of a formal, online, process-based Quality Management System (QMS) designed to self evaluate, document, and improve the Instructional Design (ID) process that guides the development of educational technology solutions in EI. The project was completed in 2005 and was included in a CEN (European Committee for Standardization) Good Practice Guide for outstanding implementations of quality approaches in e-learning. The QMS provides a mechanism to support a consistent project management approach, and the case illustrates successful integration between three cycles: Project Management (PM), Quality Management (QM), and the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design process.

Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning

2012 ◽  
pp. 119-140 ◽  
Author(s):  
B. Divjak
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Educational Process ◽  
Social Software ◽  
First Year ◽  
Technology Enhanced Learning ◽  
Student Centered ◽  
Undergraduate Study ◽  
E Learning ◽  
The University

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.

Bridging Creativity and PBL

2021 ◽  
pp. 47-73
Keyword(s):  
Project Management ◽  
Group Learning ◽  
Problem Analysis ◽  
Empirical Methods ◽  
Learning Problem ◽  
Group Creativity ◽  
Student Centered ◽  
Student Centered Learning ◽  
Interdisciplinary Learning ◽  
Learning Contexts

This chapter explores a systematic view to discuss how can we understand the concept of creativity and how we see creativity in learning contexts. Then elements of PBL in supporting creativity will be explored: group learning, problem analysis, interdisciplinary learning, project management, and facilitation. All these elements are calling for a ‘student-centered learning' model and a ‘co-creation' paradigm. This chapter will also discuss how we use empirical methods to study creativity and use tools of assessing creativity and group creativity in a PBL environment.

Towards Effective Teaching in Project Management

2015 ◽  
pp. 168-182
Author(s):  
Xiaohui Zhao
Keyword(s):  
Project Management ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Student Feedback ◽  
It Management ◽  
It Project Management ◽  
Long Period ◽  
Core Subject ◽  
Teaching Learning ◽  
Management Students

As a typical IT management subject, IT project management has existed as a core subject in universities for a long period. Unlike other subjects, project management requires solid experience to fully understand its concepts and methodologies. Reluctantly, many academics often face the situation that their students lack such experience, and how to ensure the teaching/learning quality becomes an important issue to solve. This chapter first identifies some typical issues with project management students and the corresponding challenges to effective teaching. Some teaching methods are also introduced together with the sharing of the author's experience in applying them in class. The effectiveness of the methods is evaluated according to the teaching improvements in terms of student feedback and satisfaction statistics.

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