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Longitudinal Study of a Project-based Learning Methods Replacement for Lecture Based Courses

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2021 ASEE Virtual Annual Conference Content Access


Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Machine Design Related

Tagged Division

Mechanical Engineering

Tagged Topic


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Paper Authors


Alan Jones Indiana University - Purdue University Indianapolis

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Alan Jones is the Associate Chair and an Associate Professor of Mechanical Engineering at Indiana University - Purdue University, Indianapolis where he has taught since 2005. He received his B.S. from Bradley University and his M.S. and Ph.D. from University of Michigan, Ann Arbor. His current interests include multi-functional composites, material modeling, engineering education and virtual reality for engineering.

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Michael Golub Indiana University - Purdue University Indianapolis Orcid 16x16

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Michael Golub is the Academic Laboratory Supervisor for the Mechanical Engineering department at IUPUI. He is an associate faculty at the same school, and has taught at several other colleges. He has conducted research related to Arctic Electric Vehicles and 3D printed plastics and metals. He participated and advised several student academic competition teams for several years. His team won 1st place in the 2012 SAE Clean Snowmobile Challenge. He has two masters degrees: one M.S. in Mechanical Engineering and an M.F.A. in Television Production. He also has three B.S. degrees in Liberal Arts, Mechanical Engineering, and Sustainable Energy.

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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.

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

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