Evaluating individual learning effectiveness on project-based learning methodology by comparing team-based and individually assigned projects

Tzu Liang Bill Tseng, Aditya Akundi, Teresa Wu, Yirong Lin, Hugh Jack

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

Engineering education has attained significant attention in recent years due to the increasing need to better prepare future engineers for the challenges in modern industrial settings. Among these, finding solutions to complex analytical problems through collaboration, using abilities such as self-learning can be considered the most critical challenges. Project-based learning has surged as a solution in educational institutions to better prepare students in both analytical and interpersonal skills, which are in high demand for engineering professionals. In the Project-based learning methodology, team projects bring several advantages to traditional learning methods such as promoting collaboration, cultivating inter-personal skillset, learning outside of the classroom and critical thinking. However, it can also have uneven distribution of the workload where only certain members of the team learn the intended topics. This results in low student-learning effectiveness when focusing on the classroom average outcome. This project focuses on evaluating the effectiveness of project-based learning by utilizing a component design problem, based on constraints and expectations, and comparing the final component design, the project report and evaluation results from the project performed in groups and individually in two different classes. This learning assessment was conducted in the Mechanical Design class, a junior level course in the Mechanical Engineering curriculum. The potential impact that working in a team or individually has on a student will be assessed by evaluating the performance of each student with a written report and an in-class quiz regarding the topics of the project.

Original languageEnglish (US)
Title of host publication2016 ASEE Annual Conference and Exposition
PublisherAmerican Society for Engineering Education
Volume2016-June
StatePublished - Jun 26 2016
Event123rd ASEE Annual Conference and Exposition - New Orleans, United States
Duration: Jun 26 2016Jun 29 2016

Other

Other123rd ASEE Annual Conference and Exposition
CountryUnited States
CityNew Orleans
Period6/26/166/29/16

Fingerprint

Students
Engineering education
Mechanical engineering
Curricula
Engineers

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Tseng, T. L. B., Akundi, A., Wu, T., Lin, Y., & Jack, H. (2016). Evaluating individual learning effectiveness on project-based learning methodology by comparing team-based and individually assigned projects. In 2016 ASEE Annual Conference and Exposition (Vol. 2016-June). American Society for Engineering Education.

Evaluating individual learning effectiveness on project-based learning methodology by comparing team-based and individually assigned projects. / Tseng, Tzu Liang Bill; Akundi, Aditya; Wu, Teresa; Lin, Yirong; Jack, Hugh.

2016 ASEE Annual Conference and Exposition. Vol. 2016-June American Society for Engineering Education, 2016.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Tseng, TLB, Akundi, A, Wu, T, Lin, Y & Jack, H 2016, Evaluating individual learning effectiveness on project-based learning methodology by comparing team-based and individually assigned projects. in 2016 ASEE Annual Conference and Exposition. vol. 2016-June, American Society for Engineering Education, 123rd ASEE Annual Conference and Exposition, New Orleans, United States, 6/26/16.
Tseng TLB, Akundi A, Wu T, Lin Y, Jack H. Evaluating individual learning effectiveness on project-based learning methodology by comparing team-based and individually assigned projects. In 2016 ASEE Annual Conference and Exposition. Vol. 2016-June. American Society for Engineering Education. 2016
Tseng, Tzu Liang Bill ; Akundi, Aditya ; Wu, Teresa ; Lin, Yirong ; Jack, Hugh. / Evaluating individual learning effectiveness on project-based learning methodology by comparing team-based and individually assigned projects. 2016 ASEE Annual Conference and Exposition. Vol. 2016-June American Society for Engineering Education, 2016.
@inproceedings{8589e838000848f8ba472176e8aa031f,
title = "Evaluating individual learning effectiveness on project-based learning methodology by comparing team-based and individually assigned projects",
abstract = "Engineering education has attained significant attention in recent years due to the increasing need to better prepare future engineers for the challenges in modern industrial settings. Among these, finding solutions to complex analytical problems through collaboration, using abilities such as self-learning can be considered the most critical challenges. Project-based learning has surged as a solution in educational institutions to better prepare students in both analytical and interpersonal skills, which are in high demand for engineering professionals. In the Project-based learning methodology, team projects bring several advantages to traditional learning methods such as promoting collaboration, cultivating inter-personal skillset, learning outside of the classroom and critical thinking. However, it can also have uneven distribution of the workload where only certain members of the team learn the intended topics. This results in low student-learning effectiveness when focusing on the classroom average outcome. This project focuses on evaluating the effectiveness of project-based learning by utilizing a component design problem, based on constraints and expectations, and comparing the final component design, the project report and evaluation results from the project performed in groups and individually in two different classes. This learning assessment was conducted in the Mechanical Design class, a junior level course in the Mechanical Engineering curriculum. The potential impact that working in a team or individually has on a student will be assessed by evaluating the performance of each student with a written report and an in-class quiz regarding the topics of the project.",
author = "Tseng, {Tzu Liang Bill} and Aditya Akundi and Teresa Wu and Yirong Lin and Hugh Jack",
year = "2016",
month = "6",
day = "26",
language = "English (US)",
volume = "2016-June",
booktitle = "2016 ASEE Annual Conference and Exposition",
publisher = "American Society for Engineering Education",

}

TY - GEN

T1 - Evaluating individual learning effectiveness on project-based learning methodology by comparing team-based and individually assigned projects

AU - Tseng, Tzu Liang Bill

AU - Akundi, Aditya

AU - Wu, Teresa

AU - Lin, Yirong

AU - Jack, Hugh

PY - 2016/6/26

Y1 - 2016/6/26

N2 - Engineering education has attained significant attention in recent years due to the increasing need to better prepare future engineers for the challenges in modern industrial settings. Among these, finding solutions to complex analytical problems through collaboration, using abilities such as self-learning can be considered the most critical challenges. Project-based learning has surged as a solution in educational institutions to better prepare students in both analytical and interpersonal skills, which are in high demand for engineering professionals. In the Project-based learning methodology, team projects bring several advantages to traditional learning methods such as promoting collaboration, cultivating inter-personal skillset, learning outside of the classroom and critical thinking. However, it can also have uneven distribution of the workload where only certain members of the team learn the intended topics. This results in low student-learning effectiveness when focusing on the classroom average outcome. This project focuses on evaluating the effectiveness of project-based learning by utilizing a component design problem, based on constraints and expectations, and comparing the final component design, the project report and evaluation results from the project performed in groups and individually in two different classes. This learning assessment was conducted in the Mechanical Design class, a junior level course in the Mechanical Engineering curriculum. The potential impact that working in a team or individually has on a student will be assessed by evaluating the performance of each student with a written report and an in-class quiz regarding the topics of the project.

AB - Engineering education has attained significant attention in recent years due to the increasing need to better prepare future engineers for the challenges in modern industrial settings. Among these, finding solutions to complex analytical problems through collaboration, using abilities such as self-learning can be considered the most critical challenges. Project-based learning has surged as a solution in educational institutions to better prepare students in both analytical and interpersonal skills, which are in high demand for engineering professionals. In the Project-based learning methodology, team projects bring several advantages to traditional learning methods such as promoting collaboration, cultivating inter-personal skillset, learning outside of the classroom and critical thinking. However, it can also have uneven distribution of the workload where only certain members of the team learn the intended topics. This results in low student-learning effectiveness when focusing on the classroom average outcome. This project focuses on evaluating the effectiveness of project-based learning by utilizing a component design problem, based on constraints and expectations, and comparing the final component design, the project report and evaluation results from the project performed in groups and individually in two different classes. This learning assessment was conducted in the Mechanical Design class, a junior level course in the Mechanical Engineering curriculum. The potential impact that working in a team or individually has on a student will be assessed by evaluating the performance of each student with a written report and an in-class quiz regarding the topics of the project.

UR - http://www.scopus.com/inward/record.url?scp=84983372568&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84983372568&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:84983372568

VL - 2016-June

BT - 2016 ASEE Annual Conference and Exposition

PB - American Society for Engineering Education

ER -