June 24, 2017
June 24, 2017
June 28, 2017
Design in Engineering Education
Project-based engineering programs, where technical learning is contextualized with a design project, provide an alternative to traditional engineering programs. Currently, one such upper-division program relies heavily on students’ pre-engineering coursework as part of the application process, which is usually taught in lectures and formal, pre-defined lab experiences. However, it is not clear that a student’s success in lecture-based courses would predict success in project-based courses. Thus, it is important to study the relationship between potential performance predictors and actual performance. Not only will this allow refinement of the selection criteria for such programs but it will also serve to inform those who are educating and advising potential applicants for these types of programs. This paper examines the relationship between students’ performance in their pre-engineering coursework and their performance in the upper-division project-based program. The correlations between student pre-engineering academic records and their upper division performance are reported and shown to be poor performance indicators for success in a project-based engineering program.
Chan, L., & Sleezer, R., & Swanson, J. J., & Ahrens, M., & Bates, R. A. (2017, June), Difficulty in Predicting Performance in a Project-Based Learning Program Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28179
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