Project-based teaching in engineering programs

McDermott, Kevin J.; Nafalski, Andrew; Göl, Özdemir

doi:10.1109/fie.2007.4417976

Cited by 8 publications

(2 citation statements)

References 3 publications

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“…However, after WWII the complexity of engineering systems, which required deep theoretical understanding, led to increase in theoretical contents. This inevitably resulted in sacrifices of skill-based contents [1,2]. Therefore, the main objective of engineering education became transferring of the body of knowledge rather than developing skills.…”

Section: Introductionmentioning

confidence: 99%

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Work in Progress: Research-based Teaching in Undergraduate Thermofluid Mechanical Engineering Courses in a Primary Undergraduate University

Zabihian¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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This paper presents the author's approach to use open-ended research and design projects as supplement to traditional teaching in undergraduate thermofluid mechanical engineering courses. It is widely accepted that teaching and research in higher education, especially in engineering programs, should support and supplement each other. This is more important and challenging for undergraduate programs where traditionally more emphasis is placed on teaching. Furthermore, the knowledge student gained during the course of their education is to prepare them for solving real world problems and research can be the best tool to train them for this purpose. Based on the belief that research should heavily involve undergraduate students, the integration of research to teaching has been one of the primary objectives of the author since fall 2011 when he joined a primarily undergraduate institution until 2017. This has been very challenging due to the teaching oriented traditions of the school, the lack of graduate students to support undergraduate research, the heavy teaching loads of faculties, and the lack of the research infrastructure. To achieve this objective and overcome barriers, a new element namely the research project, was added to most thermofluid courses that the author taught. Most students have shown great interest in these research projects and typically performed very well above and beyond expectations. Between 2012 and 2017, the students have published/presented 44 refereed conference papers and 36 posters involving about 190 students as coauthors at various conferences. Also, about 110 students attended and presented papers or posters they prepared in 13 conferences in the USA and Canada. This manuscript will explain the procedures and approaches used, and some of the outcomes.

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Section: Introductionmentioning

confidence: 99%

“…These teaching-learning approaches are typically interaction-oriented compared to the transmission-oriented nature of traditional methods. These approaches have a lot in common [1] and sometimes distinguishing them is not easy. The project-led education has been very popular in engineering programs since the 1990s [2].…”

Section: Introductionmentioning

confidence: 99%

Work in Progress: Research-based Teaching in Undergraduate Thermofluid Mechanical Engineering Courses in a Primary Undergraduate University

Zabihian¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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A proposal for the evaluation of Final Year Projects in a competence-based learning framework

Fraile

Argüelles

González

et al. 2010

IEEE EDUCON 2010 Conference

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Abstract-The authors propose a system for the assessment of Final Year Projects (FYPs) whose educational outputs have been defined previously in terms of competences. For building the proposal, eleven pre-defined competences were ranked and a different weight was assigned to each one. The ranking was made individually by all the authors following a blind two-step process. The first step consisted in ordering the competences by relevance and the second step in grading that relevance for each pair of competences having consecutive positions in the list. As a result, an overall weight was computed for each competence and the final proposal was produced by averaging the individual proposals. In addition, three moments are defined for the assessment of FYPs: the FYP process itself, the written report and the oral presentation. Bearing in mind this, the competences that can be evaluated in each moment are identified and a specific assessment form for each moment is also proposed.

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Simple and accurate student outcomes assessment: A unified approach using senior computer engineering design experiences

Damaj

Yousafzai

2016

2016 IEEE Global Engineering Education Conference (EDUCON)

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Project-based teaching in engineering programs

Cited by 8 publications

References 3 publications

Work in Progress: Research-based Teaching in Undergraduate Thermofluid Mechanical Engineering Courses in a Primary Undergraduate University

Work in Progress: Research-based Teaching in Undergraduate Thermofluid Mechanical Engineering Courses in a Primary Undergraduate University

A proposal for the evaluation of Final Year Projects in a competence-based learning framework

Simple and accurate student outcomes assessment: A unified approach using senior computer engineering design experiences

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