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dc.contributor.authorKELLY, KEVINen
dc.contributor.authorMC GOLDRICK, CIARAN SEAMUSen
dc.contributor.authorPAVIA, SARAen
dc.contributor.authorBOLAND, FRANCIS MORGANen
dc.contributor.authorO'KELLY, KEVINen
dc.contributor.authorBENNETT, GARETHen
dc.contributor.editorE. Byrneen
dc.date.accessioned2010-10-14T17:03:04Z
dc.date.available2010-10-14T17:03:04Z
dc.date.created30/06-2/07 2010en
dc.date.issued2010en
dc.date.submitted2010en
dc.identifier.citationG.J. Bennett, K. Kelly, R. Collins, F. Boland, C. McGoldrick, S. Pavia, K. O'Kelly, Implementation of Project Based Learning in a Large Engineering Programme, 3rd International Symposium for Engineering Education (ISEE2010), University College Cork, 30/06-2/07 2010, E. Byrne, 2010, 214 - 223en
dc.identifier.otherYen
dc.identifier.urihttp://hdl.handle.net/2262/41054
dc.descriptionPUBLISHEDen
dc.descriptionUniversity College Corken
dc.description.abstractThe role of the engineer in industry has evolved, with today?s engineering businesses seeking engineers with abilities and attributes in two broad areas - technical understanding and enabling skills. Institutions within the engineering community such as Engineers Ireland, the Accreditation Board for Engineering and Technology, the Royal Academy of Engineering and members of the CDIO (Conceive Design, Implement, Operate) initiative have highlighted a need for new approaches to learning and teaching of engineering within our academic institutions. This paper reports on the recent implementation of project based design courses in both of the two engineering programmes offered by Trinity College Dublin. The projects are each carried out in small groups (typically four to six) and are virtually free of podium based teaching. Initially, the students are provided with a design brief, foundation level technical input and raw materials. The projects are developed around the principles of CDIO which represents best international practice for teaching design. The implementation of this methodology requires self-directed learning, teamwork and small group learning, culminating in the actual building and testing of a prototype. Some projects finish with a public competition which tends to generate huge excitement. The new courses have been seen to foster innovation and to provide a format that channels the student?s creative skills in a coherent and structured manner. The detail of the courses, the learning outcomes, and the resource overhead are presented as well as a discussion on the initial results from the programmes.en
dc.format.extent214en
dc.format.extent223en
dc.language.isoenen
dc.rightsYen
dc.subjectengineering educationen
dc.subjectCDIOen
dc.titleImplementation of Project Based Learning in a Large Engineering Programmeen
dc.title.alternative3rd International Symposium for Engineering Education (ISEE2010)en
dc.typeConference Paperen
dc.type.supercollectionscholarly_publicationsen
dc.type.supercollectionrefereed_publicationsen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/bennettgen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/kekellyen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/cmcgldrken
dc.identifier.peoplefinderurlhttp://people.tcd.ie/paviasen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/fbolanden
dc.identifier.peoplefinderurlhttp://people.tcd.ie/okellyken
dc.identifier.rssinternalid68235en


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