Kejriwal, M. (2022, August), A Pedagogical Framework for Understanding the Alignment Between Classroom Project Evaluations and Real-World Industry Requirements  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41441

\bibitem{asee_peer_41441}
  Kejriwal, M. (2022, August), \emph{A Pedagogical Framework for Understanding the Alignment Between Classroom Project Evaluations and Real-World Industry Requirements}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41441

Mayank Kejriwal.  "A Pedagogical Framework for Understanding the Alignment Between Classroom Project Evaluations and Real-World Industry Requirements".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41441 Internet.  21 Jan, 2025

\bibitem{asee_peer_41441}
  Mayank Kejriwal.
  "A Pedagogical Framework for Understanding the Alignment Between Classroom Project Evaluations and Real-World Industry Requirements".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41441 Internet.  21 Jan, 2025

@INPROCEEDINGS{asee_peer_41441
author = "Mayank Kejriwal"
title = "A Pedagogical Framework for Understanding the Alignment Between Classroom Project Evaluations and Real-World Industry Requirements"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41441}
number = {10.18260/1-2--41441}
}

TY  - CPAPER
AB  - Recently, there has been an explosion in incorporating (typically, group-level) projects as an important component of individual course-level curricula in many engineering departments. A motivation that is often cited for using projects to evaluate students in groups is ensuring that students are well equipped to collaborate on, and negotiate, real-world projects. Unfortunately, it is not always evident that the actual design and evaluation of such projects by instructors is guided by real-world concerns. We suspect this may be due to a lack of agreement on best practices, or due to misalignment between university curricula and actual (i.e., in practice) job requirements. This work-in-progress paper briefly contextualizes the alignment problem, and argues for a framework that treats the project components of courses as first-class citizens. We present five example categories, with three item-prompts each, from the framework, which could potentially be instantiated for independent project-based engineering courses. We also present the outlines of an experimental plan for evaluating the framework.
AU  - Mayank Kejriwal
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - A Pedagogical Framework for Understanding the Alignment Between Classroom Project Evaluations and Real-World Industry Requirements
UR  - https://peer.asee.org/41441
DO  - 10.18260/1-2--41441
ER  -