Professional competency attainment in a project based learning curriculum: A comparison of project based learning to traditional engineering education
Professional competency attainment in a project based learning curriculum: A comparison of project based learning to traditional engineering education
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基于项目的学习课程中的专业能力达到：基于项目的学习与传统工程教育的比较
DOI：
10.1109/fie.2014.7044124
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
R. Ulseth
中科院分区：
文献类型：
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作者：
Bart Johnson;R. Ulseth
2010年1月，美国工程教育系统中的一个高年级本科生项目学习（PBL）工程项目开始启动。学生在社区学院和其他大学完成低年级课程后转入该计划。他们不上课;相反，学习活动是在行业项目中组织和索引的，在这些项目中，学习活动正在解决复杂和结构不良的行业问题。完成后，学生获得学士学位。工程专业，重点是机械，电气，生物医学或工艺工程。真正的ABET意图，毕业生出现与综合技术/专业知识和能力。该计划迄今已有50名毕业生，并获得了ABET-EAC认证。这项研究正在进行中，专门着眼于这种PBL课程对学生达到ABET确定的专业能力的影响。初步研究的趋势表明，与学习传统课程的学生相比，对学生获得专业能力产生了积极影响。
An upper division undergraduate project-based learning (PBL) engineering program in the U.S. engineering educational system was started beginning January 2010. Students transfer into the program after completion of lower division coursework at community colleges and other universities. They do not take classes; instead learning activities are organized and indexed in industry projects where they are solving complex and ill-structured industry problems. Upon completion, students receive a B.S. in Engineering with an emphasis in mechanical, electrical, biomedicai, or process engineering. True to the ABET intent, graduates emerge with integrated technical/professional knowledge and competencies. The program has 50 graduates to date and has earned ABET-EAC accreditation. This, in progress, study looks specifically at the impact of this PBL curriculum on student attainment of the ABET-identified professional competencies. Trends of the initial study indicate a positive impact on student attainment of the professional competencies in comparison to students studying in a traditional curriculum.