A Project-Based Cornerstone Course in Civil Engineering: Student Perceptions and Identity Development

Autor/inn/en	Marshall, Jill; Bhasin, Amit; Boyles, Stephen; David, Bernard; James, Rachel; Patrick, Anita
Titel	A Project-Based Cornerstone Course in Civil Engineering: Student Perceptions and Identity Development
Quelle	In: Advances in Engineering Education, 6 (2018) 3, (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Active Learning; Student Projects; Civil Engineering; Student Attitudes; Self Efficacy; Introductory Courses; Creativity; Comparative Analysis; Design; Teaching Methods; Semi Structured Interviews; Mathematics Skills; College Students; Instructional Innovation; Student Surveys; Multivariate Analysis; Gender Differences; Factor Analysis; Statistical Analysis; Texas (Austin) + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Einführungskurs; Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Collegestudent; Educational Innovation; Bildungsinnovation; Schülerbefragung; Multivariate Analyse; Geschlechterkonflikt; Faktorenanalyse; Statistische Analyse
Abstract	Our study used a natural experiment to compare a project-based cornerstone course with the traditionally-taught introductory course in civil engineering. During the study, two sections of the course were organized around an overarching project, the design of an event center, and the remaining sections used guest lectures, a textbook, and traditional laboratory activities to familiarize students with civil engineering. Students in the project-based course gained more on measures of creativity and design self-efficacy on a survey of engineering identity than traditionally-taught students. Pre/post comparisons of the project-based students confirmed gains in design self-efficacy, but indicated a decrease in mathematical self-efficacy. In interviews students indicated that they recognized and appreciated that the project-based course enabled them to do real engineering, speaking to the development of engineering identity. They expressed concerns, however, that they might not be learning de-contextualized science and mathematics, a possible explanation for the decrease in mathematics efficacy. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01