Project-based Approach to Engineering Technology Education

• Autorzy: Grebski Michalene , Grebski Wes

Identyfikatory

DOI

10.30657/pea.2019.25.11

• Języki publikacji: EN

Abstrakty

EN

The paper contains an overview of the history of engineering education in the United States. It also explains the differences between engineering and engineering technology from an historical perspective. The similarities and differences between those two programs are also being addressed. The article also explains the concept of the project-driven approach in teaching engineering technology courses. The procedure to secure and administer funding for the projects is also addressed. The paper also includes some practical guidelines for implementing a project-based approach.

Słowa kluczowe

EN

PBL; education; engineering

PL

PBL; edukacja; inżynieria; edukacja inżynierska

• Wydawca: Oficyna Wydawnicza Stowarzyszenia Menedżerów Jakości i Produkcji
• Czasopismo: Production Engineering Archives
• Rocznik: 2019
• Tom: Vol. 25
• Strony: 56--59
• Opis fizyczny: Bibliogr. 12 poz., rys., tab.

Twórcy

autor

Grebski Michalene

• Northampton Community College Monroe Campus 2411 PA-715 Tannersville, PA 18372

autor

Grebski Wes

• The Pennsylvania State University 76 University Drive Hazleton, PA 18202 USA

Bibliografia

• 1. Ayutthaya, D.H.N., Koomsap, P., 2017. Assessment Of Student Learning Experience With `LOVE’. in: Chova, LG and Martinez, AL and Torres, IC (Ed.), Inted2017: 11th International Technology, Education And Development Conference, Inted Proceedings, Iated-Int Assoc Technology Education & Development, Lauri Volpi 6, Valenica, Burjassot 46100, Spain, 1973-1982.
• 2. Alabanese, M., 2000. Problem-Based Learning: why curricular are likely to show little effect on knowledge and clinical skills, Medical education, 34(9), 729.
• 3. Alabanese, M., Mitchell, S., 1993. Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine, 68(1).
• 4. Cai, S., Grebski, W., 2011. Improve Retention through Implementation of “Toy FUN” Projects into Fundamental Engineering Classes, in Proc. IAJC-ASEE, Joint International Committee.
• 5. Grebski, W., Grebski, M., 2016. Keeping Technical Education Aligned to the Needs and Expectations of Industry, Management Systems in Production Engineering, 2(22), 77-80, DOI: 10.12914/MSPE-01-02-2016.
• 6. Grebski, W., Grebski, M., 2018. Keeping Higher Education Aligned with the Requirements and Expectations of the Knowledge-Based Economy, Production Engineering Archives, 21, 3-7. http://dx.doi.org/10.30657/pea.2018.21.01.
• 7. Sheppard, K., Gallois, B., 2002. Implementation of technogenesis in the undergraduate engineering curriculum, proceedings of the 2002 ASEE/SEFI/TUB colloquium.
• 8. Kvam, P.H., 2000. The effect of active learning methods on student retention in engineering statistics, Am. Stat. 54, 136-140. https://doi.org/10.2307/2686032
• 9. Nitkiewicz, T., Ayen, Z., 2018. Identifying key criteria in development of Industrial Engineering education, MATEC Web Conf. 183, 04008. https://doi.org/10.1051/matecconf/201818304008
• 10. Tuia, D., Ratle, F., Pacifici, F., Kanevski, M.F., Emery, W.J., 2009. Active Learning Methods for Remote Sensing Image Classification, IEEE Trans. Geosci. Remote Sens. 47, 2218-2232. https://doi.org/10.1109/TGRS.2008.2010404
• 11. Ulewicz, R., 2017. The Role Of Stakeholders In Quality Assurance Inhigher Education, Human Resources Management & Ergonomics, XI, 93-107.
• 12. Ulewicz, R., 2014. Application of servqual method for evaluation of quality of educational services at the university of higher education, Polish J. Manag. Stud. 9, 254-264.

Uwagi

Opracowanie rekordu w ramach umowy 509/P-DUN/2018 ze środków MNiSW przeznaczonych na działalność upowszechniającą naukę (2019).