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Improving Project-Based Learning Outcomes by Formative Assessment and Strategic Time Optimization

[+] Author Affiliations
Leo Stocco, Roberto Rosales, Ignacio Galiano, Andy Liu, David Feixo

University of British Columbia, Vancouver, BC, Canada

Paper No. IMECE2016-65461, pp. V005T06A015; 10 pages
doi:10.1115/IMECE2016-65461
From:
  • ASME 2016 International Mechanical Engineering Congress and Exposition
  • Volume 5: Education and Globalization
  • Phoenix, Arizona, USA, November 11–17, 2016
  • Conference Sponsors: ASME
  • ISBN: 978-0-7918-5057-2
  • Copyright © 2016 by ASME

abstract

The 3rd year Electrical Engineering Design Studio (EEDS) course is a project-based learning (PBL) course that gives students hands-on experience with putting electrical engineering principles into practice. It is an electro-mechanical project which provides a particular challenge since electrical engineering students often lack mechanical design skills. It is found here that learning outcomes are improved by a 2-stage formative assessment and time optimization strategy that allows students to extract as much value as possible out of the limited time they have to devote to this exercise. It consists of an innovative assessment strategy that includes formal, informal and self-assessments, and an innovative budgeting, lecture scheduling, parts distribution, and order queueing system. The impact on efficiency is shown through an end-of-term student survey and a subjective evaluation of their work, in comparison to the previous year.

Copyright © 2016 by ASME

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