Implementation of a project-based engineering school: increasing student motivation and relevant learning

Terrón-López, María-José; García-García, María-José; Velasco-Quintana, Paloma-Julia; Ocampo, Jared R.; Montaño, María-Reyes Vigil; Gaya-López, María-Cruz

doi:10.1080/03043797.2016.1209462

Cited by 42 publications

(40 citation statements)

References 16 publications

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“…teamwork, good oral and written communication, time management, etc. ), and attitudes in the students (Terrón-López et al, 2016). Many successful cases of PBL implementation in EE have been discussed in the literature (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Many successful cases of PBL implementation in EE have been discussed in the literature (e.g. Li & Faghri, 2016;Song & Dow, 2016;Terrón-López et al, 2016), but most of them in European Universities, due to the requirements of the Bologna Process. In developing countries, the application of PBL in EE is still little addressed.…”

Section: Introductionmentioning

confidence: 99%

“…With the Bologna Declaration, all European universities started using new active teaching and learning methods to help their students be successful in their professional careers (Terrón-López et al, 2016). The Bologna process has been driving forward the most important reforms in higher education in the modern era, which has implied many changes in the curriculum, structures, and educational paradigm (Alves et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Project-based learning approach: improvements of an undergraduate course in new product development

Zancul

Sousa-Zomer

Cauchick‐Miguel

2017

Prod.

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Product development is considered as an interdisciplinary undergraduate course with a central role in engineering education. In this sense, this paper demonstrates an experience of a product development undergraduate course based on a project-based learning (PBL) perspective. PBL has been discussed in the literature as one of the most effective teaching frameworks for engineering courses, but there is still scarce research on PBL implementation in engineering education in developing countries. The course scope was reviewed to include engineering management content and to face some barriers for PBL implementation highlighted in the literature. The student activities were organized in four development phases following a structured stage-gate development process. The results achieved include a higher level of learning perception and increased complexity of products generated by students. Besides demonstrating the improvements in the course, this paper contributes to PBL empirical body of knowledge by exploring a successful initiative and its outcomes. KeywordsEngineering education. New product development. Design process. Project-based learning. PBL.How to cite this article: Zancul, E. S., Sousa-Zomer, T. T., & Cauchick-Miguel, P. A. (2017). Project-based learning approach: improvements of an undergraduate course in new product development. Production, 27(spe), e20162252. http://dx

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Project-based learning approach: improvements of an undergraduate course in new product development

Zancul

Sousa-Zomer

Cauchick‐Miguel

2017

Prod.

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“…There is a direct positive connection between students' motivation and learning mainly because it increases their cognitive, emotional and behavioral involvement [27] and their persistence despite the difficulty of the task [28].The role of educators is not only to deliver knowledge, but rather to facilitate the students' learning process, something that requires the students' motivation and active involvement [5]. Motivation is expected to help students to work successfully in the project and overcome typical difficulties such as language, time zones and cultural barriers, poor or broken communication, and different level of commitments in the participants.…”

Section: Objectivesmentioning

confidence: 99%

“…As a result, many universities have been motivated to implement pedagogical activities and programs that help students to learn about those benefits and challenges, as well as how to deal with them and how to work and succeed in those multinational collaborative environments [1]- [3]. Universities around the world are adopting active learning techniques that engage students so their motivation and the depth of their learning is increased while being trained in the required skills [5] and there are educational experiences driven by supranational governments such as Erasmusplus [6] and NSE [7], or by alliances with other institutions like Alliance4Tech [8] and IDEA League [9] that help to develop global competences and foster active learning. One of those experiences is the one presented in this report, with the participation of several institutions from the Americas and Italy, and the aim to promote global collaboration in engineering students, thus developing related professional and interpersonal skills, and increasing motivation towards the subject being studied [10].…”

Section: Introductionmentioning

confidence: 99%

Motivation of Engineering Students Participating in Multinational Design Projects – Comparison Based on Gender and Class Status

Rodriguez¹,

Esparragoza²

2017

Int. J. Eng. Ped.

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Abstract-There have been different active-learning initiatives introduced in academia to provide engineering students with the necessary knowledge, skills and attitude to be competitive in the global market. These initiatives have been in response to the need in the corporate world for engineers with exposure to global collaborative environments. Consequently, multinational collaborative design projects have been used by the authors as means of introducing professional global skills to engineering students while exposing them to a projectbased learning experience. This educational activity is expected to motivate students so that they can start developing the professional skills that will help them to overcome difficulties and to carry out the project successfully. However, this activity faces many challenges including, among others, cultural and academic background differences, language and time zone barriers, and issues with communication tools. Therefore, this work compares the motivation of students before and after their participation in a multinational design project, using gender and class standing as differentiating parameters. To accomplish this objective, the Intrinsic Motivation Inventory (IMI) was adapted to the implemented multinational collaborative experience and administered to the participating students. Three motivation constructs are taken into consideration: (a) interest/ enjoyment, (b) perception of choice, and (c) perceived competence. Results are discussed based on the research questions posed for this comparative work, and result reflections are presented.Keywords-student motivation; multinational project; gender differences; international collaboration; class status IntroductionGlobalization has changed not only the way companies conduct business, but also how they design, build and sell their products, therefore, companies are utilizing a larger pool of capable and experienced professionals worldwide, partially due to ad-78

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Experiential learning in engineering education: A systematic literature review

Tembrevilla,

Phillion,

Zeadin

2023

J of Engineering Edu

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BackgroundThe evolving transformations of our society at large, academic institutions, and engineering discipline in the 21st century have profound implications for the nature of experiential learning being offered in engineering education. However, what is experiential learning in the context of engineering education?PurposeThe introduction and evaluation of experiential learning in undergraduate engineering education between 1995 and 2020, as well as the essential elements for consideration in its future implementation, have been analyzed and synthesized.Design/MethodA population–intervention–comparison–outcome framework and PRISMA flow diagram were used to outline a systematic literature review on how experiential learning was introduced into undergraduate engineering curricula, how it was evaluated, and the essential elements for consideration in its future implementation.FindingsA total of 220 studies were synthesized. These studies offered a new lens of seeing experiential learning, which were interpreted as “paradigm shifts.” More than one‐half of the total studies were conducted between 1995 and 2005. These studies were strongly directed at measuring student performance and occurred in a decade when many North American engineering curricula were being restructured. The review indicated that experiential learning has been successfully carried out via diverse methodologies. However, there is a strong need to enrich it with a theoretical basis.ConclusionsExperiential learning introduced into engineering education appeared to be an interdependent self–school–community entity. In the changing work environment of the 21st century, heightened by the impacts of the COVID‐19 pandemic, invoking the inseparability of self, school, and community would provide unique perspectives to our evolving understanding of experiential learning and its relevance in engineering discipline.

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Implementation of a project-based engineering school: increasing student motivation and relevant learning

Cited by 42 publications

References 16 publications

Project-based learning approach: improvements of an undergraduate course in new product development

Project-based learning approach: improvements of an undergraduate course in new product development

Motivation of Engineering Students Participating in Multinational Design Projects – Comparison Based on Gender and Class Status

Experiential learning in engineering education: A systematic literature review

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