期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2015
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：The Faculty of Engineering Science at University College London (UCL) has recently undergone a reform of the undergraduate curriculum, which resulted in the creation of a distinctive programme that connected curriculums from across seven engineering disciplines. The Integrated Engineering Programme is extensive, taking in nearly 700 students in its inaugural year at the start of the autumn 2014 term. Its most significant contributions are the experiential and authentic learning opportunities it provides students allowing them to apply their technical knowledge and develop their professional skills in engineering design modules year on year. The first opportunity for students to do this is within the cornerstone Integrated Engineering Design module in year I. This paper seeks to investigate the impact of an ipsative learning approach (feedback and assessment that is based on learner’s progress) within this multidisciplinary problem/project-based learning environment (PBL/PjBL), which focuses learning outcomes on the student’s ability to engage with the process of engineering design. The methods of conducting the research include the analysis of reflective writings by each student throughout the first of two 5-week ‘Challenge’ projects. A set of reflections written by each student was associated with two formative assessment meetings, referred to as Design Review Meetings, held with their academic leader. This data is also supplemented with verbal feedback provided by students and academics, which has been provided during follow up interviews and focus groups. Student self reflections written after each of the two meetings support common theses of increased understanding of the project aims and depth of student research efforts. Surprisingly, however is the evidence, which implies that an ipsative PBL environment empowers students to make critical personal and engineering decisions for effective progression within an engineering design project.
