You are not logged in.
Openly accessible

An evaluation of the impact of using authentic design and build industry projects in project-based learning

Ferguson,C and Palmer,SR 2014, An evaluation of the impact of using authentic design and build industry projects in project-based learning, in AAEE 2014 : Assessment and Learning for Engineering : Proceedings of the Australasian Association for Engineering Education Conference and IEEE International Conference on Teaching, Australasian Association for Engineering Education, Palmerston North, New Zealand, pp. 1-9.

Attached Files
Name Description MIMEType Size Downloads
ferguson-anevaluation-2014.pdf Published version application/pdf 562.84KB 46

Title An evaluation of the impact of using authentic design and build industry projects in project-based learning
Author(s) Ferguson,C
Palmer,SRORCID iD for Palmer,SR orcid.org/0000-0002-2517-0597
Conference name AAEE2014 Annual Conference of the Australasian Association for Engineering Education (2014 : Wellington, New Zealand)
Conference location Wellington, New Zealand
Conference dates 8-10 Dec. 2014
Title of proceedings AAEE 2014 : Assessment and Learning for Engineering : Proceedings of the Australasian Association for Engineering Education Conference and IEEE International Conference on Teaching
Editor(s) Bainbridge-Smith,A
Qi.,ZT
Gupta,GS
Publication date 2014
Conference series Annual Conference of the Australasian Association for Engineering Education
Start page 1
End page 9
Total pages 9
Publisher Australasian Association for Engineering Education
Place of publication Palmerston North, New Zealand
Keyword(s) Project-based learning
Industry projects
Graduate attributes
Writing skills
Oral presentations
Student workloads
Summary BACKGROUNDChisholm’s ‘first year experience’ is a significant feature of the new industry focused Bachelor of Engineering Technology program delivered in association with the South East Melbourne Manufacturers’ Alliance (SEMMA). This conceive-design-implement-operate (CDIO Initiative) program commenced as a full time program in first semester 2012. Whereas it is common for CDIO Initiative programs to have a first year experience program containing a project typical of the type of industry project they would complete as a graduate engineer or engineering technologist, this goes further by using real industry projects provided by SEMMA members.This design-and-build industry project runs across both semesters supporting project-based learning in three first year subjects. A concern is that the industry involvement of the projects adds substantially to an already heavy student workload. This has been further increased by the addition of two additional first year initiatives: writing workshops, and training in, and substantial use of, student oral presentations. It is recognised that an excessive workload could lead students to adopt surface learning approaches in other subjects.PURPOSEThe goal of the project is to evaluate student perceptions of the value and work load impact of the industry project and the other new first year initiatives.DESIGN/METHODCentral to this project is a student survey-based evaluation of the industry project based learning that is the core of the ‘first year experience’. The participants were limited to the small group of students who, in a single year, completed all three subjects that comprise the ‘first year experience’. To avoid compromising the results the survey was administered by Chisholm Institute’s Department of Strategy and Planning with no engineering technology degree program staff present. The survey included questions to enable responses to be linked with specific student demographics without identifying any of the respondents.RESULTSThe study showed the industry project-based learning had worthwhile outcomes but placed considerable time pressures on most respondents. For some, this also impacted on their other subjects. A first year oral presentation program was also shown to have worthwhile outcomes. However no conclusions could be reliably drawn on the third initiative – writing workshops.CONCLUSIONSThe results confirm that the authentic industry project is considered a worthwhile initiative but contributes significantly to student overload. This applies also – to a lesser extent – to the first year oral presentation program. Both also require new approaches to delivery as student numbers increase. Strategies to address these issues are discussed.
Language eng
Field of Research 091503 Engineering Practice
130303 Education Assessment and Evaluation
Socio Economic Objective 930502 Management of Education and Training Systems
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2014, Australasian Association for Engineering Education
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30069830

Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 509 Abstract Views, 47 File Downloads  -  Detailed Statistics
Created: Wed, 18 Feb 2015, 14:34:40 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.