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Learning Outcomes of a Junior-Level Project-Based Learning (PBL) Course: Preparation for Capstone
| Content Provider | Semantic Scholar |
|---|---|
| Author | Kaul, Sudhir Stone, Wesley L. |
| Copyright Year | 2015 |
| Abstract | This paper evaluates the learning outcomes of a junior-level course designed to serve as a preparation for the Capstone project in the senior year. In this course, students go through the critical steps in the design and development process to deliver a prototype at the end of the semester. Assessment of outcomes is performed through direct measurements of student performance with the use of specific performance indicators that are established for each outcome. Some data from student self-assessment is also used to evaluate the student perceptions about certain outcomes. Student perceptions are quantified by using data collected from two sections of the course taught by different instructors in Spring 2014. The course is specifically designed to prepare the students for the Capstone project and at the same time incorporate components to achieve learning outcomes (or student outcomes in ABET literature) that are difficult to achieve in the rest of the engineering curriculum. These learning outcomes include student ability to function effectively as a member of a diverse and interdisciplinary team, student understanding of professional and ethical responsibilities, student ability to understand the impact of technology in a societal context, and student ability to grasp engineering projects in a holistic sense. The course is designed to be a part of the project-based learning sequence and is expected to prepare students for the challenging senior year projects where students are required to demonstrate a strong ability to synthesize and integrate the skills learnt from the previous years. This course serves as a scaffolding to assist the junior students in developing critical skills for solving problems associated with open-ended projects that may have multiple solutions, conflicting requirements, as well as technical and non-technical constraints. This course attempts to mitigate the steep learning curve that students often encounter in their senior year. Student self-assessment indicates that students are satisfied with team functioning, and students recognize the importance of interdisciplinary teams. Direct assessment results indicate that three outcomes are met. Preliminary data indicate that the course serves as a sound preparation for the Capstone project. |
| File Format | PDF HTM / HTML |
| DOI | 10.18260/p.24411 |
| Alternate Webpage(s) | https://peer.asee.org/24411.pdf |
| Alternate Webpage(s) | https://doi.org/10.18260/p.24411 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
