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

2 Citations (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

Keywords

  • learning outcomes
  • Portfolio assessment
  • project-based learning

ASJC Scopus subject areas

  • Engineering (miscellaneous)
  • Education

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  • 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