Browsing by Subject "Project-enhanced learning"

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    Project enhanced learning in challenging engineering courses
    (2012) Nalim, M. Razi; Li, Lingxi; Orono, Peter; Helfenbein, Robert; Yu, Whitney; Mital, Manu
    Many sophomores and juniors perform poorly in traditional lecture presentation of challenging engineering science courses, and this may present either a threat or opportunity for retention. Examples of such core ‘gateway’ courses in mechanical engineering and electrical engineering curricula include Thermodynamics, Signals and Systems, Probabilistic Methods, Statics, and Dynamics, among others. Test scores, surveys, and classroom assessments indicate that many students completing these courses did not really understand the fundamentals, even if they could apply the 'formulae’. A supplemental or alternative approach such as project-enhanced learning has been effective. The authors have implemented project experiences in three different courses, based on initial experience in a course on Thermodynamics. In Fall 2011, project-enhanced learning was introduced in two other courses: Probabilistic Methods In Electrical And Computer Engineering, and Dynamics in mechanical engineering. One or two major projects based on systems, objects, or activities that are familiar to the students are designed and assigned to apply key course topics. The goals are to motivate and improve learning of abstract concepts and to provide a realistic application that anchors and helps retain learning. Teamwork and professionalism were also emphasized. This paper will present the projects developed and the experience of the instructors in conducting the projects. Observed student reactions and learning will be discussed. Online discussion forums helped in project guidance and peer discussions. Each student team was required to submit a final project report at the end of the semester.
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    Work in progress: Faculty perceptions of project-enhanced learning in early engineering education: Barriers and benefits
    (2012) Helfenbein, Robert J.; Nalim, M. Razi; Rajagopal, Manikanda K.
    The application of problem-based learning (PBL) to undergraduate engineering education has emerged as an area of research interest over the past few decades, although it does not appear to be the dominant pedagogy for most engineering programs. A related form of active learning is project-enhanced learning (PEL), specifically designed to enhance but not replace traditional teaching methods in engineering science courses. The perceptions of instructors who attempt PEL were examined using extended-term mixed-method approaches, seeking to examine perceived benefits and barriers to PEL as an intervention for improved student learning. Instructors expressed satisfaction with improved student motivation, interaction, and socialization, which may help with student success and retention in engineering. Instructors also expressed concern about losing focus on the challenging analytical course topics, but were able to achieve appropriate balance by designing project tasks to align well with the topics and limiting non-aligned project activity.
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    Workshop: Project-Enhanced Learning in Engineering Science Education
    (2012) Nalim, M. Razi; Rajagopal, Manikanada; Helfenbein, Robert
    Early drop out and poor retention rates are a major challenge to engineering education, which in many institutions have prompted a focus on improved first-year experiences. Retention and contributing learning challenges persists into the middle years, particularly when students confront the first engineering science courses in their major field. Students often perceive these courses as too abstract, intended to weed them out, and not meaningfully connected to their professional aspirations. A proven approach to improve student learning, self-efficacy, motivation, and retention is the use of active learning, including problems and projects. Despite evidence of the benefits of active learning, engineering schools and faculty members have inadequate incentives to experiment with non-traditional approaches.