Disciplinary learning in project-based undergraduate engineering education: The case for new knowledge

Abstract

Project-based Learning (PjBL) utilises a series of authentic projects which reflect the 'unit of work' as experienced in the engineering workplace; is understood to be closer to professional realities and involves the collaborative application of knowledge, understanding and skills. Moreover, it offers curriculum designers a pedagogical approach which moves away from a more didactic, knowledge-led curriculum to a more active, student-centred approach to learning. However, it is often suggested that PjBL in engineering education is more directed to the application of knowledge as opposed to the acquisition of knowledge. This is seen to limit both the learning outcomes of PjBL and the likelihood of students developing both generic skills alongside disciplinary knowledge and technical skills. Drawing on qualitative data collected through observations of PjBL activities and interviews with undergraduate engineering students in situ, we show how students develop their disciplinary understanding through collaborative learning and engagement. © © 2019 Ann Lahiff; Emanuela Tilley; Janet Broad; Katherine Roach and Andrea Detmer.

Keywords

Author Keywords

Not provided

Index Keywords

Learning outcome Curricula Engineering education Students Project based learning Collaborative learning Engineering research Pedagogical approach Undergraduate engineering educations Undergraduate engineering students Engineering workplace Collaborative application

Author Affiliations

UCL Institute of Education, London, United Kingdom

University College London, London, United Kingdom

Funding & Acknowledgements

University College London, UCL

Funding for the learning and teaching research project on which this paper is based (Fitness for purpose: developing the pedagogy of project-based collaborative learning, 2017-18) was provided internally by UCL, Institute of Education, ‘seed cord’ funding.

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Disciplinary learning in project-based undergraduate engineering education: The case for new knowledge

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