Putting the Project Back in Project Management Courses

Nina Miville

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Industrial Engineering Division (IND) Technical Session 2
Tagged Division: Industrial Engineering Division (IND)
Tagged Topic: Diversity
Page Count: 14
DOI: 10.18260/1-2--47907
Permanent URL: https://peer.asee.org/47907
Download Count: 84

Paper Authors

biography

Nina Miville University of Miami

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NINA DeCARIO MIVILLE is an Associate Professor of Practice of Industrial and Systems Engineering and Associate Dean of Undergraduate Studies at the University of Miami in the College of Engineering. She has taught there for 16 years and prior to that she worked in industry for over 20 years. In addition, Dr. Miville has served as an Adjunct Faculty at Florida International University and American Intercontinental University. She also has 15 years of healthcare experience and 18 years of managerial and supervisory experience. Areas of expertise include performance improvement and reengineering initiatives, systems analysis, and Project Management. She has a BS in Industrial Engineering and a MBA from the University of Miami. Nina also has a DBA in Information Technology from Nova Southeastern University.

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Abstract

This paper will discuss how a Project Management for Engineers course was transformed to be fully immersive experience with community and civic engagement. The literature shows that Project Management Education needs to include a project where students can use the theory they are learning to plan, manage, and execute a project with real stakeholders. The course was redesigned to include a practical-hands on semester project where students served as a project manager and as a resource. The goal of team project was to apply project management techniques by using a structured approach to project management and it included a civic engagement component. The project allowed students to engage in a civic activity and give back to the local community of the University of Miami (Girl Scout Engineering Day). From the pre and post assessments on the course and learning project management, it showed that students believe they know more than they actually do on project management. After executing the project, students come out with a greater understanding of what true project management entails.

In addition, to providing a meaningful learning experience to engineering students it also addressed a need in K-12 Stem education to underserved girls. Research and experience show that girls need to be stimulated and engaged at a younger age in order to pursue higher levels or Math and Science as they enter Middle School. The event that the students planned and executed required understanding the learning abilities of young girls and engaging them in fun activities that underscore engineering principles. Hands on activities that ties in with the civic partner enhance student’s appreciation of giving back.

Finally, the paper will provide a structured approach of how the course was redesigned to include the theory and the application. The results showed that students improved in their perception of Project Management knowledge. The results also showed that despite students believing they knew how to work in a team; that the reality when expected to evaluate the performance and behavior of their teammates, the students found that to be a skill they had not really mastered. This awareness we hope will lead to a greater understanding of how to work collaboratively.

Citation
Format

Miville, N. (2024, June), Putting the Project Back in Project Management Courses Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47907

TY - CPAPER
AB - This paper will discuss how a Project Management for Engineers course was transformed to be fully immersive experience with community and civic engagement. The literature shows that Project Management Education needs to include a project where students can use the theory they are learning to plan, manage, and execute a project with real stakeholders. The course was redesigned to include a practical-hands on semester project where students served as a project manager and as a resource. The goal of team project was to apply project management techniques by using a structured approach to project management and it included a civic engagement component. The project allowed students to engage in a civic activity and give back to the local community of the University of Miami (Girl Scout Engineering Day). From the pre and post assessments on the course and learning project management, it showed that students believe they know more than they actually do on project management. After executing the project, students come out with a greater understanding of what true project management entails.

In addition, to providing a meaningful learning experience to engineering students it also addressed a need in K-12 Stem education to underserved girls. Research and experience show that girls need to be stimulated and engaged at a younger age in order to pursue higher levels or Math and Science as they enter Middle School. The event that the students planned and executed required understanding the learning abilities of young girls and engaging them in fun activities that underscore engineering principles. Hands on activities that ties in with the civic partner enhance student’s appreciation of giving back.

Finally, the paper will provide a structured approach of how the course was redesigned to include the theory and the application. The results showed that students improved in their perception of Project Management knowledge. The results also showed that despite students believing they knew how to work in a team; that the reality when expected to evaluate the performance and behavior of their teammates, the students found that to be a skill they had not really mastered. This awareness we hope will lead to a greater understanding of how to work collaboratively.

AU - Nina Miville
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Putting the Project Back in Project Management Courses
UR - https://peer.asee.org/47907
DO - 10.18260/1-2--47907
ER -