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Student Experiences Of A Project-Based Learning Module, Gavin Duffy, Ted Burke, Shannon Chance, Brian Bowe, Robert Howard
Student Experiences Of A Project-Based Learning Module, Gavin Duffy, Ted Burke, Shannon Chance, Brian Bowe, Robert Howard
Conference papers
In this paper we investigate the experiences of first year electrical engineering students of a project-based learning (PBL) module in which students work in groups to design and build a robot to compete in a sumo wrestling competition. The 5 ECTS module is the first PBL module encountered by the students in this programme and is the only module of its kind in first year in which students work in groups and assessment and feedback are based on both process skills and technical knowledge. The module is designed to be student-centred, i.e. the student is encouraged to actively control and …
Using Architecture Pedagogy To Enhance Engineering Education, Shannon Chance, Mike Murphy, Gavin Duffy, Brian Bowe
Using Architecture Pedagogy To Enhance Engineering Education, Shannon Chance, Mike Murphy, Gavin Duffy, Brian Bowe
Conference papers
Based on evidence, numerous advisory boards and scholars insist engineering education must change (NSB, 2007; McKenna, Froyd, King, Litzinger, & Seymour, 2011) and that hands-on, inquiry-driven, project-based learning pedagogies can enhance STEM education (Boyer & Mitgang, 1996). These pedagogies have formed the core of architectural education since the Renaissance and have been in continuous use since that time. As such, engineering educators can benefit from observing how architecture students learn and understanding how they are taught. Likewise, architecture can benefit from applying the group-based learning strategies employed by engineering teachers who use studentcentered, project-based pedagogies. Trans-disciplinary approaches hold particular merit.