Trueba, L., & Torres, A. (2022, August), Incorporating a Milestone-Based Project Based Learning Method in a Foundry Course  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40816

\bibitem{asee_peer_40816}
  Trueba, L., \& Torres, A. (2022, August), \emph{Incorporating a Milestone-Based Project Based Learning Method in a Foundry Course}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40816

Luis Trueba and Anthony Torres.  "Incorporating a Milestone-Based Project Based Learning Method in a Foundry Course".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40816 Internet.  01 May, 2024

\bibitem{asee_peer_40816}
  Luis Trueba and Anthony Torres.
  "Incorporating a Milestone-Based Project Based Learning Method in a Foundry Course".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40816 Internet.  01 May, 2024

@INPROCEEDINGS{asee_peer_40816
author = "Luis Trueba and Anthony Torres"
title = "Incorporating a Milestone-Based Project Based Learning Method in a Foundry Course"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40816}
number = {10.18260/1-2--40816}
}

TY  - CPAPER
AB  - The objective of this study was to investigate the impact of a milestone-based project-based learning (PBL) methodology incorporated in a metal casting (foundry) course. The course, which contains a hands-on laboratory portion, was designed as a full semester learning experience for students, which integrates a PBL pedagogy to facilitate learning. The students worked in teams throughout the semester, constantly contributing to the completion of their projects. The intervention of this teaching and learning strategy was compared to a control version of the course in which a conventional end-of-semester exam rather than project was used. The PBL (intervention) version of the course, examines the impact of having the course project become the main learning mechanism and considers and attempts to measure the ways in which PBL affects student performance. Implementation of the PBL pedagogy was enabled by adopting a milestone formatting technique [1]. The project was proportioned into different milestones (assignments) that assisted the growth of the final project. The project required the students to (1) design a metal casting, (2) design and produce tooling to make the casting, and (3) produce and evaluate the casting. Instruction was aimed and targeted to provide essential background information so that students were able to complete each milestone in a timely manner.  Each milestone allowed the students to gain more experience and additional feedback towards their developing project. To investigate the impact of this PBL implementation, pre and post questionnaires were administered probing students’ perceptions of learning and development. Objective based assessment was made comparing students’ overall semester grades from the intervention to the control semester. Student perception of learning improved in both years of the intervention and although confounded by course delivery changes brought on by COVID-19, course grades improved in the semesters the intervention was administered as compared to the control (no-intervention) year.
AU  - Luis Trueba
AU  - Anthony Torres
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Incorporating a Milestone-Based Project Based Learning Method in a Foundry Course
UR  - https://peer.asee.org/40816
DO  - 10.18260/1-2--40816
ER  -