Education Commons^™

Faculty On Integrated Project-Based Learning, Yevgeniya Zastavker, Casey Canfield

Yevgeniya V. Zastavker

This paper examines the experiences, perspectives, and concerns of faculty involved in implementing a first-year integrated project-based engineering curriculum as they attempt to understand and reconcile their own and students’ views, attitudes, and beliefs regarding project-based learning (PjBL). A semi-structured, open-ended interview protocol is employed with seven mathematics and physics faculty participants. Grounded theory is used to identify the following themes: divergence of faculty perceptions regarding the effectiveness of an integrated approach in teaching and learning, the value of projects, and conflicting student expectations.