Jones, A., & Golub, M. (2021, July), Longitudinal Study of a Project-based Learning Methods Replacement for Lecture Based Courses  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37466

\bibitem{asee_peer_37466}
  Jones, A., \& Golub, M. (2021, July), \emph{Longitudinal Study of a Project-based Learning Methods Replacement for Lecture Based Courses}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37466

Alan Jones and Michael Golub.  "Longitudinal Study of a Project-based Learning Methods Replacement for Lecture Based Courses".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37466 Internet.  18 Apr, 2024

\bibitem{asee_peer_37466}
  Alan Jones and Michael Golub.
  "Longitudinal Study of a Project-based Learning Methods Replacement for Lecture Based Courses".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37466 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_37466
author = "Alan Jones and Michael Golub"
title = "Longitudinal Study of a Project-based Learning Methods Replacement for Lecture Based Courses"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37466}
number = {10.18260/1-2--37466}
}

TY  - CPAPER
AB  - A modified curriculum was created and implemented that replaced three junior level Mechanical Engineering courses with a hands-on, project-based learning environment. The projects were based on existing national Academic Design Competitions and included an opportunity to compete at the national level, resulting in a self-motivated process for learning the theoretical concepts from the replaced courses. Project-based learning methods have been demonstrated for program level instruction and single courses but have not been used for a focused single semester experience for students at the junior level. Objective assessment of the student’s learning was performed by a cross-sectional and a longitudinal study. The cross-sectional study compared the student’s performance on written exams to the performance of students enrolled in the traditional lecture-based courses.  The longitudinal study compared the student’s performance in subsequent courses to their peers not involved in the experimental curriculum. In addition, the students in the experimental curriculum were surveyed to evaluate their self-efficacy and career goals. 
AU  - Alan Jones
AU  - Michael Golub
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Longitudinal Study of a Project-based Learning Methods Replacement for Lecture Based Courses
UR  - https://peer.asee.org/37466
DO  - 10.18260/1-2--37466
ER  -