Nalim, M. R., & Rajagopal, M. K., & Helfenbein, R. J. (2013, June), Faculty and Student Perceptions of Project-Enhanced Learning in Early Engineering Education: Barriers, Benefits, and Breakthroughs  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19605

\bibitem{asee_peer_19605}
  Nalim, M. R., \& Rajagopal, M. K., \& Helfenbein, R. J. (2013, June), \emph{Faculty and Student Perceptions of Project-Enhanced Learning in Early Engineering Education: Barriers, Benefits, and Breakthroughs}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19605

M. Razi Nalim P.E., Manikanda K Rajagopal, and Robert J Helfenbein.  "Faculty and Student Perceptions of Project-Enhanced Learning in Early Engineering Education: Barriers, Benefits, and Breakthroughs".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19605 Internet.  20 Sep, 2024

\bibitem{asee_peer_19605}
  M. Razi Nalim P.E., Manikanda K Rajagopal, and Robert J Helfenbein.
  "Faculty and Student Perceptions of Project-Enhanced Learning in Early Engineering Education: Barriers, Benefits, and Breakthroughs".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19605 Internet.  20 Sep, 2024

@INPROCEEDINGS{asee_peer_19605
author = "M. Razi Nalim P.E., Manikanda K Rajagopal, and Robert J Helfenbein"
title = "Faculty and Student Perceptions of Project-Enhanced Learning in Early Engineering Education: Barriers, Benefits, and Breakthroughs"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19605}
number = {10.18260/1-2--19605}
}

TY  - CPAPER
AB  -        Faculty and Student Perceptions of Project-Enhanced Learning in             Early Engineering Education: Barriers, Benefits, and                               BreakthroughsAbstractThe application of problem-based learning (PBL) to undergraduate engineering education hasemerged as an area of research interest over the past few decades, although it does not appear tobe the dominant pedagogy for most engineering programs. A related form of active learning isproject-enhanced learning (PEL), specifically designed as a supplement to but not a replacementfor traditional teaching methods in early engineering science courses. Project-enhanced learning(PEL) is an approach to active learning in highly analytical engineering and science courses. It issimilar to problem-based learning (PBL) in providing and inductive learning, but is intended tocomplement rather than replace the necessary deductive learning, and to support integrativethinking and student motivation.Data collected from instructors and engineering students engaged in PEL were examined usingextended-term mixed-method research design (ETMM), examined perceived benefits andbarriers to PEL as an intervention for improved student learning. This design includes five inter-related principles: (a) developing a long-term time-line, (b) using theory and data to informdecisions, (c) paying attention to formative and summative components of the study, (d) creatingsharply focused causal questions regarding impact of the program, and (e) using a variety ofquantitative and qualitative evidence to support claims. ETMM enables researchers to remainattentive to contextual factors shaping program implementation and to changes inimplementation over time. Instructors expressed satisfaction with improved student motivation,interaction, and socialization, which may help with student success and retention in engineering.The case study included interviews with faculty and students, focus groups, and surveyinstruments as part of the multiple data-point strategy. In terms of findings, instructors addingPEL to their instructional strategies expressed satisfaction with improved student motivation,interaction, and socialization, which may help with student success and retention in engineering.Most students reported satisfaction with their project experience, but some were not pleased withthe additional workload. Some instructors expressed concern about losing focus on thechallenging analytical course topics, but those who attempted PEL were able to achieveappropriate balance by designing project tasks to align well with the topics and limiting non-aligned project activity. Instructors expressed satisfaction with improved student motivation,interaction, and socialization, which may help with student success and retention in engineering.Instructors also expressed concern about losing focus on the challenging analytical course topics,but were able to achieve appropriate balance by designing project tasks to align well with thetopics and limiting non-aligned project activity. In some cases, instructors who initially resistedadopting PEL changed to a favorable disposition after interacting with students and faculty whowere favorable.Keywords - problem based learning; project enhanced learning; engineering education
AU  - M. Razi Nalim P.E.
AU  - Manikanda K Rajagopal
AU  - Robert J Helfenbein
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Faculty and Student Perceptions of Project-Enhanced Learning in Early Engineering Education: Barriers, Benefits, and Breakthroughs
UR  - https://peer.asee.org/19605
DO  - 10.18260/1-2--19605
ER  -