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Comparison of Two Project-Based Learning Experiences in Panama City, Panama

机译:巴拿马城城市两个项目学习经验的比较

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In 1970, Worcester Polytechnic Institute adopted The WPI Plan, a project-based educational philosophy that requires students to complete three research projects during their undergraduate careers, each the equivalent of a full term's worth of work. Almost immediately, this curriculum evolved to incorporate off-campus project opportunities, with the first off-campus Project Center established in 1974. This paper compares two groups of undergraduates that recently carried out NSF-funded research at the Panama City, Panama, Project Center in order to fulfill one of their project requirements. The first group was composed of five seniors, selected based on academic standing, each working under the guidance of personnel from the Panama Canal Authority on a specific technical project as part of their capstone design project. The second group, selected based on financial need, investigated the effects of the ongoing Panama Canal Expansion Project on the Food-Energy-Water (FEW) nexus in the canal watershed to fulfill their junior year 'Interactive Qualifying Project' requirement. The findings of each team, logistical considerations for advisors, the results of student evaluations of the experience, and unique difficulties faced by the students are discussed, as well as lessons learned for the improvement of the program in future years. These projects represent two distinctly unique examples of project-based learning.
机译:1970年,伍斯特理工学院采用的WPI计划,他们在本科生涯要求学生完成三个研究项目基于项目的教育理念,每个相当于整整一个学期的工作价值的。几乎同时,该课程发展纳入校外项目的机会,与第一校外项目中心成立于1974年,本文比较本科生的那两团最近在巴拿马的巴拿马城,项目中心进行了NSF资助的研究为了满足他们的项目要求之一。第一组是由五个老年人,选择的基础上的学术地位,从巴拿马运河管理局人员对特定技术项目的指导下,各工作作为自己的顶层设计项目的一部分。第二组的基础上,财政需要进行选择,调查对食物能量水流域履行大三“互动资格项目”的要求运河(少数)关系不断巴拿马运河扩建工程的影响。每个小组的调查结果,后勤考虑为顾问的经验,学生的评价,和所面临的独特的学生困难的结果进行了讨论,并获悉,为计划在未来几年提高教训。这些项目是基于项目的学习的两种截然不同的独特范例。

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