{"title":"连续两门基于项目的学习工程设计课程-作品集评估结果分析","authors":"M. Jaeger, D. Adair","doi":"10.1109/IEDEC.2014.6784672","DOIUrl":null,"url":null,"abstract":"The purpose of this study is to analyze the portfolio assessment results for two consecutive undergraduate interdisciplinary (civil and mechanical engineering) project-based learning engineering design courses. Based on those learning outcomes, which both courses have in common, trends in changes of results are identified, quantified and interpreted.","PeriodicalId":357908,"journal":{"name":"Fourth Interdisciplinary Engineering Design Education Conference","volume":"7 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Two consecutive Project-Based Learning engineering design courses - An analysis of portfolio assessment results\",\"authors\":\"M. Jaeger, D. Adair\",\"doi\":\"10.1109/IEDEC.2014.6784672\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this study is to analyze the portfolio assessment results for two consecutive undergraduate interdisciplinary (civil and mechanical engineering) project-based learning engineering design courses. Based on those learning outcomes, which both courses have in common, trends in changes of results are identified, quantified and interpreted.\",\"PeriodicalId\":357908,\"journal\":{\"name\":\"Fourth Interdisciplinary Engineering Design Education Conference\",\"volume\":\"7 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-03-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Fourth Interdisciplinary Engineering Design Education Conference\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/IEDEC.2014.6784672\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Fourth Interdisciplinary Engineering Design Education Conference","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/IEDEC.2014.6784672","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Two consecutive Project-Based Learning engineering design courses - An analysis of portfolio assessment results
The purpose of this study is to analyze the portfolio assessment results for two consecutive undergraduate interdisciplinary (civil and mechanical engineering) project-based learning engineering design courses. Based on those learning outcomes, which both courses have in common, trends in changes of results are identified, quantified and interpreted.
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