Student experience for the development of professional competencies in a project-based learning curriculum

• Autores: Bart Johnson, R. Ulseth
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 33, no. Extra 3, 2017, págs. 1031-1047
• Idioma: inglés
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• Resumen

  • In the calls for change in engineering education there is an increased emphasis for the student development of professionalcompetencies. This paper looks at the student experience when the development of professional competencies is made to bean explicit learning outcome for students in a project-based learning (PBL) curriculum that is designed purposefully todevelop them. This study builds on a previous quantitative study that indicated an increase in performance of theprofessional competencies by students who experienced the PBL curriculum. This qualitative study is focused on gainingan understanding of the student experience and also identifying which elements of the PBL curriculum affected the studentprofessional competency development experience. Of equal interest, in the qualitative study, is to gain an understanding ofthe student experience in how they developed their importance for the professional competencies. The quantitative studyindicates this was developed prior to upper division. The paper contributes to the literature on engineering education andserves to inform engineering education faculty and decision makers who are intent on transforming their respectiveengineering education systems through project based learning with the insights into the ways this PBL curriculuminfluenced the student development of professional competencies.