June 14, 2015
June 14, 2015
June 17, 2015
Computing & Information Technology
26.669.1 - 26.669.16
Enhancing the Quality of Student Research by an On-going Multiple-Project-Based Course Chaomin Luo Department of Electrical and Computer Engineering University of Detroit Mercy, MI 48221-3038, USAAbstract Project-based learning has been recently discovered as the most effective pedagogy forteaching and learning science process skills and content. However, on-going multiple-project-basedpedagogy for enhancement of student research has not drawn sufficient attention. This paperaddressed on-going multiple-project-based teaching and learning for student research enhancement,especially, for undergraduate student, is a pedagogic innovation. This paper describes a new coursecurriculum development that dedicates to enhancing the quality of student research by project-based pedagogy. This paper describes preliminary evidence that a project-based methodology caneffectively improve student learning in the senior-level and graduate level semester-longComputational Intelligence Technique course by comparison study of several years of teaching. A series of well-prepared projects were assigned to students to cover various topics in thiscourse assist in student learning enhancement of research. Teaching and learning strategies by theproject-based methodology were associated with learning outcomes of this course by analysis ofprojects. Satisfactory performance was evaluated by various milestone assignments, projects,presentation and other activities. The new curriculum is mainly focused on applications of some computational intelligencemodels by assignments of on-going projects. Students learn various intelligent system models suchas artificial neural networks, simulated annealing, genetic algorithms, and swarm intelligence in theclass, while corresponding project assignments were assigned to students to apply the models theyhave learned to solve electrical engineering problems. For evolution of outcomes, on-goingmultiple-project pedagogy was utilized to analyze and interpret results to meet requirements ofapplications of intelligence system models to electrical engineering fields. The teaching qualitywas effectively assessed by student self-assessment and course assessment. Results of learningoutcomes and assessment indicate that the on-going multiple-project-based pedagogy is effectiveand efficient in student learning and enhancing the quality of student research.
Luo, C. (2015, June), Enhancing the Quality of Student Research by an On-going Multiple-Project-Based Course Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24007
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