Two consecutive project-based learning engineering design courses - An analysis of portfolio assessment results

Martin Jaeger, Desmond Adair

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

The purpose of this study is to analyze the portfolio assessment results for two consecutive undergraduate interdisciplinary (civil and mechanical engineering) projectbased learning engineering design courses. Based on those learning outcomes, which both courses have in common, trends in changes of results are identified, quantified and interpreted. The findings show that the results improved significantly regarding three learning outcomes (Demonstrate and justify the incorporation of a systems approach to design activities based on a sustainability framework; Identify, justify and apply the technical knowledge and skills required to successfully complete an engineering design project; Articulate and demonstrate personal application and development of the practice of professional engineering), clearly worsened regarding one learning outcome (Applying techniques of project management), and didn't show significant trends in the remaining five learning outcomes. Educators need to be aware that reaching anticipated learning outcomes seems to be more strongly influenced by the focus of engineering design projects (i.e. planning versus implementation) than the repetitive nature of these learning outcomes. Therefore, identical learning outcomes in consecutive engineering design courses cannot be considered a redundancy; rather they constitute a necessary re-enforcement within the framework of a different design project.

Original languageEnglish
Title of host publicationProceedings of the 4th Interdisciplinary Engineering Design Education Conference, IEDEC 2014
PublisherIEEE Computer Society
Pages1-5
Number of pages5
DOIs
Publication statusPublished - 2014
Event4th Interdisciplinary Engineering Design Education Conference, IEDEC 2014 - Santa Clara, CA, United States
Duration: Mar 3 2014Mar 3 2014

Other

Other4th Interdisciplinary Engineering Design Education Conference, IEDEC 2014
CountryUnited States
CitySanta Clara, CA
Period3/3/143/3/14

Fingerprint

engineering
learning
Mechanical engineering
Civil engineering
Project management
project planning
mechanical engineering
Redundancy
Sustainable development
project management
redundancy
trend
Planning
sustainability
educator

Keywords

  • learning outcomes
  • Portfolio assessment
  • project-based learning

ASJC Scopus subject areas

  • Engineering (miscellaneous)
  • Education

Cite this

Jaeger, M., & Adair, D. (2014). Two consecutive project-based learning engineering design courses - An analysis of portfolio assessment results. In Proceedings of the 4th Interdisciplinary Engineering Design Education Conference, IEDEC 2014 (pp. 1-5). [6784672] IEEE Computer Society. https://doi.org/10.1109/IEDEC.2014.6784672

Two consecutive project-based learning engineering design courses - An analysis of portfolio assessment results. / Jaeger, Martin; Adair, Desmond.

Proceedings of the 4th Interdisciplinary Engineering Design Education Conference, IEDEC 2014. IEEE Computer Society, 2014. p. 1-5 6784672.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Jaeger, M & Adair, D 2014, Two consecutive project-based learning engineering design courses - An analysis of portfolio assessment results. in Proceedings of the 4th Interdisciplinary Engineering Design Education Conference, IEDEC 2014., 6784672, IEEE Computer Society, pp. 1-5, 4th Interdisciplinary Engineering Design Education Conference, IEDEC 2014, Santa Clara, CA, United States, 3/3/14. https://doi.org/10.1109/IEDEC.2014.6784672
Jaeger M, Adair D. Two consecutive project-based learning engineering design courses - An analysis of portfolio assessment results. In Proceedings of the 4th Interdisciplinary Engineering Design Education Conference, IEDEC 2014. IEEE Computer Society. 2014. p. 1-5. 6784672 https://doi.org/10.1109/IEDEC.2014.6784672
Jaeger, Martin ; Adair, Desmond. / Two consecutive project-based learning engineering design courses - An analysis of portfolio assessment results. Proceedings of the 4th Interdisciplinary Engineering Design Education Conference, IEDEC 2014. IEEE Computer Society, 2014. pp. 1-5
@inproceedings{528988bec21a4f8ebb5c6c6c77df70b6,
title = "Two consecutive project-based learning engineering design courses - An analysis of portfolio assessment results",
abstract = "The purpose of this study is to analyze the portfolio assessment results for two consecutive undergraduate interdisciplinary (civil and mechanical engineering) projectbased learning engineering design courses. Based on those learning outcomes, which both courses have in common, trends in changes of results are identified, quantified and interpreted. The findings show that the results improved significantly regarding three learning outcomes (Demonstrate and justify the incorporation of a systems approach to design activities based on a sustainability framework; Identify, justify and apply the technical knowledge and skills required to successfully complete an engineering design project; Articulate and demonstrate personal application and development of the practice of professional engineering), clearly worsened regarding one learning outcome (Applying techniques of project management), and didn't show significant trends in the remaining five learning outcomes. Educators need to be aware that reaching anticipated learning outcomes seems to be more strongly influenced by the focus of engineering design projects (i.e. planning versus implementation) than the repetitive nature of these learning outcomes. Therefore, identical learning outcomes in consecutive engineering design courses cannot be considered a redundancy; rather they constitute a necessary re-enforcement within the framework of a different design project.",
keywords = "learning outcomes, Portfolio assessment, project-based learning",
author = "Martin Jaeger and Desmond Adair",
year = "2014",
doi = "10.1109/IEDEC.2014.6784672",
language = "English",
pages = "1--5",
booktitle = "Proceedings of the 4th Interdisciplinary Engineering Design Education Conference, IEDEC 2014",
publisher = "IEEE Computer Society",
address = "United States",

}

TY - GEN

T1 - Two consecutive project-based learning engineering design courses - An analysis of portfolio assessment results

AU - Jaeger, Martin

AU - Adair, Desmond

PY - 2014

Y1 - 2014

N2 - The purpose of this study is to analyze the portfolio assessment results for two consecutive undergraduate interdisciplinary (civil and mechanical engineering) projectbased learning engineering design courses. Based on those learning outcomes, which both courses have in common, trends in changes of results are identified, quantified and interpreted. The findings show that the results improved significantly regarding three learning outcomes (Demonstrate and justify the incorporation of a systems approach to design activities based on a sustainability framework; Identify, justify and apply the technical knowledge and skills required to successfully complete an engineering design project; Articulate and demonstrate personal application and development of the practice of professional engineering), clearly worsened regarding one learning outcome (Applying techniques of project management), and didn't show significant trends in the remaining five learning outcomes. Educators need to be aware that reaching anticipated learning outcomes seems to be more strongly influenced by the focus of engineering design projects (i.e. planning versus implementation) than the repetitive nature of these learning outcomes. Therefore, identical learning outcomes in consecutive engineering design courses cannot be considered a redundancy; rather they constitute a necessary re-enforcement within the framework of a different design project.

AB - The purpose of this study is to analyze the portfolio assessment results for two consecutive undergraduate interdisciplinary (civil and mechanical engineering) projectbased learning engineering design courses. Based on those learning outcomes, which both courses have in common, trends in changes of results are identified, quantified and interpreted. The findings show that the results improved significantly regarding three learning outcomes (Demonstrate and justify the incorporation of a systems approach to design activities based on a sustainability framework; Identify, justify and apply the technical knowledge and skills required to successfully complete an engineering design project; Articulate and demonstrate personal application and development of the practice of professional engineering), clearly worsened regarding one learning outcome (Applying techniques of project management), and didn't show significant trends in the remaining five learning outcomes. Educators need to be aware that reaching anticipated learning outcomes seems to be more strongly influenced by the focus of engineering design projects (i.e. planning versus implementation) than the repetitive nature of these learning outcomes. Therefore, identical learning outcomes in consecutive engineering design courses cannot be considered a redundancy; rather they constitute a necessary re-enforcement within the framework of a different design project.

KW - learning outcomes

KW - Portfolio assessment

KW - project-based learning

UR - http://www.scopus.com/inward/record.url?scp=84899508689&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84899508689&partnerID=8YFLogxK

U2 - 10.1109/IEDEC.2014.6784672

DO - 10.1109/IEDEC.2014.6784672

M3 - Conference contribution

SP - 1

EP - 5

BT - Proceedings of the 4th Interdisciplinary Engineering Design Education Conference, IEDEC 2014

PB - IEEE Computer Society

ER -