دورية أكاديمية
Facilitating Learning With a Project-Based Curriculum That Engages 1st- Year Engineering Students
| العنوان: | Facilitating Learning With a Project-Based Curriculum That Engages 1st- Year Engineering Students |
|---|---|
| المؤلفون: | Elmore, Michael S., Fellows, Sharon B., Gieskes, Koenraad E., Cummings, Lee |
| المصدر: | Engineering Design Division Scholarship |
| بيانات النشر: | The Open Repository @ Binghamton (The ORB) |
| سنة النشر: | 2015 |
| المجموعة: | The Open Repository@Binghamton (ORB - Binghamton University) |
| مصطلحات موضوعية: | First Year Programs, Engineering Design, engineering curricula, engagement, engineering students, team-based learning, Education, Engineering |
| الوصف: | Facilitating Learning With a Project-Based Curriculum That Engages 1st-Year Engineering Students. Much research has been done about the many forms in which learning takes place in the engineering classroom, specifically teaching strategies that are designed to engage the learner. In the 1st-year engineering program’s required core courses, engagement becomes crucial if students are to remain in engineering. Retention, as the current mass of research shows, is a major goal of 1st-year programs. Retention becomes more complicated when issues relating to the transition from high school to college are considered in the design of curricula that engage. Faculty who design curricula and teach in first-year programs must possess the ability to evaluate, be creative, know what is relevant and necessary and then be able to apply and present this knowledge in an engaging manner. 1st-year engineering program faculty have found that when facilitated student learning is the focus, students are engaged, resulting in motivation to succeed and increased retention rates.In components of 1st-year core courses, activities are created that generate inquiry through project-based learning. This approach has proven to enhance the classroom experience and retain 1st-year engineering students.Several experiments in the design project in the spring semesters of 2013 and 2014 were tested:an increase in team size, instruction in the development and writing of project requirements, pairs within teams researching alternative solution designs, and a culminating exposition in the form of a competition. The project was designed to promote inquiry-based learning as students developed the necessary transition skills through project management to succeed in their first year and subsequently, beyond into their careers. Retention was improved over previous years and anecdotal responses from students were significantly more positive about the teaming process and involvement and commitment to the project. Faculty reported weekly that the teams and ... |
| نوع الوثيقة: | text |
| اللغة: | unknown |
| العلاقة: | https://orb.binghamton.edu/engineering_design_works/1Test; https://peer.asee.org/facilitating-learning-with-a-project-based-curriculum-that-engages-first-year-engineering-studentsTest |
| الإتاحة: | https://orb.binghamton.edu/engineering_design_works/1Test https://peer.asee.org/facilitating-learning-with-a-project-based-curriculum-that-engages-first-year-engineering-studentsTest |
| رقم الانضمام: | edsbas.71AA509F |
| قاعدة البيانات: | BASE |
| الوصف غير متاح. |