Faculty on Integrated Project-Based Learning2009
AbstractThis paper examines the experiences, perspectives, and concerns of faculty involved in implementing a first-year integrated project-based engineering curriculum as they attempt to understand and reconcile their own and students’ views, attitudes, and beliefs regarding project-based learning (PjBL). A semi-structured, open-ended interview protocol is employed with seven mathematics and physics faculty participants. Grounded theory is used to identify the following themes: divergence of faculty perceptions regarding the effectiveness of an integrated approach in teaching and learning, the value of projects, and conflicting student expectations.
Citation InformationYevgeniya V. Zastavker and Casey Canfield. "Faculty on Integrated Project-Based Learning" (2009)
Available at: http://works.bepress.com/yevgeniya_zastavker/6/