Students and staff perceptions of project/design based learning in an engineering curriculum

Chandrasekaran, S., Littlefair, G. and Stojcevski, A. 2015, Students and staff perceptions of project/design based learning in an engineering curriculum, in IRSPBL 2015 : Proceedings of the 5th International Research Symposium on PBL, Aalborg University Press, Aalborg, Denmark, pp. 379-386.

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Title Students and staff perceptions of project/design based learning in an engineering curriculum
Author(s) Chandrasekaran, S.ORCID iD for Chandrasekaran, S.
Littlefair, G.
Stojcevski, A.
Conference name PBL. International Research Symposium (5th : 2015 : San Sebastian, Spain)
Conference location San Sebastian, Spain
Conference dates 6-9 Jul. 2015
Title of proceedings IRSPBL 2015 : Proceedings of the 5th International Research Symposium on PBL
Publication date 2015
Start page 379
End page 386
Total pages 8
Publisher Aalborg University Press
Place of publication Aalborg, Denmark
Summary This paper focuses on the students and staff perceptions of project/design-based learning in an engineering curriculum. Engineering at Deakin University has used project/design based learning as one of its engineering learning principles for further development in learning and teaching. It is required to improve the learning and teaching process as a holistic approach from the perspective of students’ and staff over the entire degree program. Engaging students are an important aspect of the project/design based learning model which it helps students to be self-directed active learners. A project/design based learning environment helps a curriculum to practice career related skills for students, such as practical learning, problem solving, collaborative teamwork, innovative creative designs, active learning, and engagement with real-world assignments. The focus of this paper is to analyse the impact of project/design-based learning in an engineering curriculum. From the quantitative and qualitative analysis performed, the results are analysed and presented from a students’ and staff perspective about project/design based learning within the curriculum. This paper is also concerned with enhancing staff and students engagement through project/design based learning. The feedback was sought from students on project/design-based learning. Additional feedback is also needed from staff members who teach and perform research in engineering design. The survey results shows more than 50% of students and 75% of staff views on project/design based learning proven that the impact of project/design based learning is helps to enhance of student and staff interaction in the School of Engineering at Deakin University.
Notes A Joint Conference focus on the learner in Engineering Education is held in July 6-9 2015 in Orona Ideo (innovation city of Orona) Donostia - San Sebastian (Spain). This joint conference is hosted by Mondragon University in collaboration with:The central theme will be focus on the learner in Engineering Education. Preparation for professional practice is important in training engineers. Collaborating in a small project group on a real-life engineering problem is clearly an excellent preparation for practice. The learner at the centre is a central theme shared by Active Learning in Engineering (ALE), Project organised Learning (POL) and Problem-Based Learning (PBL). Bringing together these three major innovative approaches in engineering education in one conference presents a great opportunity for cross fertilization and networking among engineering educators from all over the world.
ISBN 9788771123043
Language eng
Field of Research 130103 Higher Education
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930201 Pedagogy
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2015, Aalborg University Press
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Collection: School of Engineering
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