Introducing a project-based assignment in a traditionally taught engineering course

Gratchev, Ivan; Jeng, Dong‐Sheng

doi:10.1080/03043797.2018.1441264

Cited by 28 publications

(21 citation statements)

References 15 publications

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“…There are numerous testimonials of the experiences of professors and lecturers in practically all areas of civil engineering, at all levels of teaching (undergraduate, Master), and in geographical locations. These experiences reveal the successful use of different forms of PjBL methodology in specific subjects [2][3][4] or even outside the curriculum [5]. The movement beyond individual subjects and the global introduction of a different methodology on the curriculum to that of lecture-based learning, as sought out by PjBL, is a complicated task as it is necessary to overcome a series of hurdles, such as adaptation to the new teaching method by the majority of the academic staff, the allocation of specific areas where the students can carry out the projects, and the provision of a certain amount of infrastructure such as cartography, software, copiers, computers, etc.…”

Section: Introductionmentioning

confidence: 93%

“…. However, these generally tend to be restricted to experiences in isolated subjects within the curriculum in practically all areas of civil engineering, i.e., structures [1], transportation [2,3], sustainable construction [4], geotechnical engineering [5], etc. In some cases, PjBL is employed in all the subjects related to a particular area of knowledge within a program [6] or even as co-curricular courses in collaboration with other professionals [7].…”

Section: Implementation Of Pjbl In Civil Engineering Educationmentioning

confidence: 99%

“…These experiences have generally been evaluated by interviews and/or surveys with participating students who tend to be asked to compare PjBL with the more traditional form of lecture-based teaching [5,[8][9][10][11][12][13]. However, and as already indicated, experiences of the integral use of PjBL on the civil engineering curriculum are few and far between.…”

Section: Implementation Of Pjbl In Civil Engineering Educationmentioning

confidence: 99%

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Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment

et al. 2021

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In 1998, the Universidad de Castilla-La Mancha (UCLM) began to offer a 5-year civil engineering degree that, in the Spanish context, contained an innovative teaching model, which was characterized by a reduced number of students and project-based learning (PjBL) included in the curriculum. Now, 15 years after the graduation of the first civil engineers from the UCLM, graduates were given a questionnaire to evaluate the extent by which the advantages described in the PjBL literature were perceived as such by these graduates. As a result of chain-referrals and in order to cross-reference the results, a parallel questionnaire was given to their work colleagues. The survey revealed how the development of PjBL-related abilities and skills were appreciated by UCLM graduates, such as the ability to work in groups, communication/debate skills, and leadership. The engineers were generally satisfied with their theoretical and practical learning due to the high demands required of engineering undergraduates in Spanish universities. Those that had worked with PjBL, in addition to developing the skills and abilities indicated above, also considered their learning to be more effective and with a better result-to-effort ratio.

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Section: Introductionmentioning

confidence: 93%

Section: Implementation Of Pjbl In Civil Engineering Educationmentioning

confidence: 99%

Section: Implementation Of Pjbl In Civil Engineering Educationmentioning

confidence: 99%

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Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment

et al. 2021

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“…The influence of PBL on tertiary-level students’ achievement level was the topic under scrutiny in the research by Gratchev and Jeng (2018), which reported the absence of the significant effect of project-based assignment on participants’ academic performance. Moreover, the results indicated participants’ reluctance to welcome PBL as they preferred traditional methods of teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Pre-Service English-as-a-Foreign-Language Teachers’ Views on Their Experiences of Project Preparation for Young Learners: “I Felt Like a Real Teacher”

Koşar

2021

International Journal of Educational Reform

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This study targets unveiling junior pre-service English-as-a-foreign-language teachers’ ( N = 80) perceptions of the process they went through as preparing projects for young learners and their views about the effect of project-based learning on teaching English to young learners. The data gathered from a qualitative survey and semistructured interviews were analyzed using an inductive content analysis. The results indicated that while the participants encountered a number of difficulties in the preparation process, they believed the use of project-based learning could promote young learners’ English language learning, and preparing projects for young learners made them feel like a real teacher.

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“…For many engineering technical courses, assignments and projects are important parts of students' learning processes. They are aimed to provide students opportunities to get a better understanding of the course materials, obtain more practical experiences and enhance theory-practice integration in the learning process [1]. The lecturers usually design assignments and projects instructions to provide problem-solving questions with guidelines for students to complete the required tasks, while incorporating both course concepts and practical cases to enhance students' learning experiences.…”

Section: Motivation and Problem Definitionmentioning

confidence: 99%

Impact of Language and Structure of Instructions on Students’ Confidence Towards Completing Assignments

Hong¹,

Variawa

2019

PCEEA

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First-year engineering students usually spend more time on courses assignments and projects that they perceived to be more difficult, which increases students’ workload and impacts their persistence in engineering programs. Students possess a higher level of confidence also tend to perform better on the tasks. Therefore, it is important to explore the impact of different aspects of assignment instructions on students’ perceived confidence, and establish a comprehensive set of guidelines for first-year course instructors and curriculum designers in instruction writing. This research builds on existing first-year engineering student workload survey to identify the students’ confidence level on assignments in each first-year courses taught in University of Toronto. We compared assignment instructions in first-year engineering courses that students perceived to be difficult and easy, and conducted a focus group study to analyze students’ confidence level towards the same assignments but two different instructions. Observations suggest that students perceived assignments involving new concepts and complex problem context appear to be more difficult. Qualitative responses from students suggest that short instructions with explanations of course connections using plain language could increase students’ self-confidence towards completing these assignments.

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Introducing a project-based assignment in a traditionally taught engineering course

Cited by 28 publications

References 15 publications

Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment

Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment

Pre-Service English-as-a-Foreign-Language Teachers’ Views on Their Experiences of Project Preparation for Young Learners: “I Felt Like a Real Teacher”

Impact of Language and Structure of Instructions on Students’ Confidence Towards Completing Assignments

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