Making projects work: a review of transferable best practice approaches to engineering project-based learning in the UK

dc.creator	Ruth Graham
dc.creator	Edward Crawley
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:52Z
dc.date.available	2015-07-20T22:05:52Z
dc.identifier	1750-0044
dc.identifier	1750-0052
dc.identifier	https://doaj.org/article/fbd1bc6b9da94d73818c86f310cc6a65
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10102
dc.identifier.uri	https://doaj.org/article/fbd1bc6b9da94d73818c86f310cc6a65
dc.description	In line with international trends, project-based learning is increasingly being viewed as an important feature of engineering education in the UK. The paper presents findings from a snapshot review of current approaches. Undertaken in 2009, the review was informed by consultations with UK and international experts and practitioners in engineering education, project-based learning and problem-based learning. It forms part of a wider programme of work at the Bernard M. Gordon-MIT Engineering Leadership Programme at MIT to promote leadership and project-based learning in the engineering curriculum.The findings suggest that project-based activities are often developed by staff operating as lone 'champions' with limited time, resources and support. Given these structural constraints, approaches which have been 'tried and tested' elsewhere could provide robust models, particularly initiatives which are well-regarded by the engineering education community. However, evidence from the review indicates that many well-known approaches to project-based learning do not offer readily transferable models, either because they are catering to low student numbers on relatively high per capita budgets or because they are relying on specialist in-house expertise or equipment.Against this background, this paper discusses the key features of successful engineering project-based learning experiences in the UK. A selection of transferable best practice examples currently in operation is presented that could, potentially, be adopted 'out-of-the-box' at other institutions. The paper concludes by noting the importance of institutional support for the current and future success of project-based learning in the UK engineering curriculum.
dc.language	English
dc.publisher	The Higher Education Academy
dc.relation	http://www.engsc.ac.uk/journal/index.php/ee/article/view/233/229
dc.relation	https://doaj.org/toc/1750-0044
dc.relation	https://doaj.org/toc/1750-0052
dc.rights	CC BY-NC-ND
dc.source	Engineering Education, Vol 5, Iss 2, Pp 41-49 (2010)
dc.subject	project-based learning
dc.subject	problem-based learning
dc.subject	curriculum development
dc.subject	engineering education research
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:General and Civil Engineering
dc.subject	DOAJ:Technology and Engineering
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:General and Civil Engineering
dc.subject	DOAJ:Technology and Engineering
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.title	Making projects work: a review of transferable best practice approaches to engineering project-based learning in the UK
dc.type	Article