June 26, 2011
June 26, 2011
June 29, 2011
22.1191.1 - 22.1191.8
Project-based residency course for online graduate programAbstract:Distance based programs are expanding beyond liberal arts and business schools all across theworld. Many engineering and engineering technology programs are currently offering distancebased graduate programs to attract working professionals. While it is widely recognized in theacademic community that project-based learning (PBL) can have lasting impact on the student’slearning compared to that by traditional topic-based learning (TBL), not many institutes haveopted this approach especially in the online degree programs. In this paper, we present a graduatelevel course in industrial distribution program at Texas A&M University that is especiallydesigned for mid to senior level executives working at the distribution firms across the world.There are several unique features of this Master’s in Industrial Distribution (MID) program: first,this is the only executive MID program in the Country; it is a distance based program but hastwo residency weeks in as many years; it is a cohort program of all senior level industryexecutives; it includes a global trip as a part of curriculum; and the students work on severalproject-based learning courses.The case study of the course this paper presents is a one week long project based course that isoffered during the residency week of the second year of the program. Students work on acompany-sponsored real world project. At the end of the week the students present their analysisand results to faculty and industry executives based on which their performance is measured. Inthis paper, we present the course objectives, learning outcomes, course design, and sample pastprojects and their results. Industry feedback and student learning outcomes survey are alsopresented in the paper.
Nepal, B. P., & Lawrence, F. B. (2011, June), Project-Based Residency Course for Online Graduate Program Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18724
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