Project-based learning in industrial engineering and management: analysis of three curricular projects

Rui M. Sousa; Anabela C. Alves; Rui M. Lima; Sandra Fernandes; Diana Mesquita; José Dinis-Carvalho

Project-based learning in industrial engineering and management: analysis of three curricular projects

Rui M. Sousa, Anabela C. Alves, Rui M. Lima, Sandra Fernandes, Diana Mesquita, José Dinis-Carvalho

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

3 Citations (Scopus)

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Abstract

In the 2nd semester of 2004/05 the Department of Production and Systems (DPS) of the Engineering School, University of Minho (UM), Portugal, deployed the first Project-Based Learning (PBL) approach, involving the freshman students of the Industrial Engineering and Management Integrated master's degree (MIEGI). Since then, in every year, without exception, new PBL editions have been held in different years of the programme, each with its own characteristics. The experience gained over time has allowed the change/refinement of conceptual and operational aspects of the projects, always bearing in mind a perspective of continuous improvement. In 2021/22 MIEGI underwent a major restructuring and gave rise to two programs: a 3-year bachelor's degree (LEGI) and a 2-year master's degree (MEGI). The curricular structures of these two programs include four integrated projects: three from LEGI (PIEGI1, 1st year; PIEGI2, 2nd year; and PIEGI3, 3rd year) and one from MEGI (PIEGI, 1st year). This paper aims to describe and compare three of these projects, more specifically PIEGI1, PIEGI3 and PIEGI, from a conceptual and operational point of view. One of the most important aspects in this description and comparison is the main objective of each project, which is defined considering the transversal and technical competences that make sense to develop in the respective curricular year. From the point of view of the development of technical competences, these derive mostly from the project supporting courses involved. Furthermore, several other aspects are considered, namely: problem characteristics, number and size of student teams, number and type of tutors, involvement of companies, milestones, deliverables, assessment model, coordination team composition, premises, etc. The findings show that these projects result from an integrated and complementary approach whose overall goal is to develop in students, throughout each year of the programme, key competences for their professional life.

Original language	English
Title of host publication	International Symposium on Project Approaches in Engineering Education
Editors	Fabio Orfali, Rui M. Lima, Luciano Soares, Fabio Miranda
Publisher	Universidade do Minho
Pages	390-399
Number of pages	10
Volume	13
Publication status	Published - 2023
Event	15th International Symposium on Project Approaches in Engineering Education and 20th International Conference on Active Learning in Engineering Education Workshop, PAEE/ALE 2023 - Sao Paulo, Brazil Duration: 28 Jun 2023 → 30 Jun 2023

Publication series

Name	International Symposium on Project Approaches in Engineering Education
Publisher	Universidade do Minho
ISSN (Print)	2183-1378

Conference

Conference	15th International Symposium on Project Approaches in Engineering Education and 20th International Conference on Active Learning in Engineering Education Workshop, PAEE/ALE 2023
Country/Territory	Brazil
City	Sao Paulo
Period	28/06/23 → 30/06/23

Keywords

Active learning
Curricular projects
Engineering education
Project-based learning

Access to Document

75476286Final published version, 221 KBLicence: CC BY

http://hdl.handle.net/10400.14/44277Licence: CC BY

Cite this

Sousa, R. M., Alves, A. C., Lima, R. M., Fernandes, S., Mesquita, D., & Dinis-Carvalho, J. (2023). Project-based learning in industrial engineering and management: analysis of three curricular projects. In F. Orfali, R. M. Lima, L. Soares, & F. Miranda (Eds.), International Symposium on Project Approaches in Engineering Education (Vol. 13, pp. 390-399). (International Symposium on Project Approaches in Engineering Education). Universidade do Minho. http://hdl.handle.net/10400.14/44277

Sousa, Rui M. ; Alves, Anabela C. ; Lima, Rui M. et al. / Project-based learning in industrial engineering and management : analysis of three curricular projects. International Symposium on Project Approaches in Engineering Education. editor / Fabio Orfali ; Rui M. Lima ; Luciano Soares ; Fabio Miranda. Vol. 13 Universidade do Minho, 2023. pp. 390-399 (International Symposium on Project Approaches in Engineering Education).

@inproceedings{a25d16302f14473489b20a73870f27ad,

title = "Project-based learning in industrial engineering and management: analysis of three curricular projects",

abstract = "In the 2nd semester of 2004/05 the Department of Production and Systems (DPS) of the Engineering School, University of Minho (UM), Portugal, deployed the first Project-Based Learning (PBL) approach, involving the freshman students of the Industrial Engineering and Management Integrated master's degree (MIEGI). Since then, in every year, without exception, new PBL editions have been held in different years of the programme, each with its own characteristics. The experience gained over time has allowed the change/refinement of conceptual and operational aspects of the projects, always bearing in mind a perspective of continuous improvement. In 2021/22 MIEGI underwent a major restructuring and gave rise to two programs: a 3-year bachelor's degree (LEGI) and a 2-year master's degree (MEGI). The curricular structures of these two programs include four integrated projects: three from LEGI (PIEGI1, 1st year; PIEGI2, 2nd year; and PIEGI3, 3rd year) and one from MEGI (PIEGI, 1st year). This paper aims to describe and compare three of these projects, more specifically PIEGI1, PIEGI3 and PIEGI, from a conceptual and operational point of view. One of the most important aspects in this description and comparison is the main objective of each project, which is defined considering the transversal and technical competences that make sense to develop in the respective curricular year. From the point of view of the development of technical competences, these derive mostly from the project supporting courses involved. Furthermore, several other aspects are considered, namely: problem characteristics, number and size of student teams, number and type of tutors, involvement of companies, milestones, deliverables, assessment model, coordination team composition, premises, etc. The findings show that these projects result from an integrated and complementary approach whose overall goal is to develop in students, throughout each year of the programme, key competences for their professional life.",

keywords = "Active learning, Curricular projects, Engineering education, Project-based learning",

author = "Sousa, \{Rui M.\} and Alves, \{Anabela C.\} and Lima, \{Rui M.\} and Sandra Fernandes and Diana Mesquita and Jos{\'e} Dinis-Carvalho",

note = "Funding Information: Project exercise: students should apply knowledge in the context of a subject area. This is the most traditional PBL approach. Project component: the scope is larger, and the project becomes more interdisciplinary. It is connected to the real-world issues and students{\textquoteright} learning focuses on working in teams to find out a solution for the problem. Often, project is supported by the courses studied in parallel. Project orientation: The curriculum is project oriented, thus PBL is the whole curriculum philosophy of the engineering program. Publisher Copyright: {\textcopyright} 2023 University of Minho. All rights reserved.; 15th International Symposium on Project Approaches in Engineering Education and 20th International Conference on Active Learning in Engineering Education Workshop, PAEE/ALE 2023 ; Conference date: 28-06-2023 Through 30-06-2023",

year = "2023",

language = "English",

volume = "13",

series = "International Symposium on Project Approaches in Engineering Education",

publisher = "Universidade do Minho",

pages = "390--399",

editor = "Fabio Orfali and Lima, \{Rui M.\} and Luciano Soares and Fabio Miranda",

booktitle = "International Symposium on Project Approaches in Engineering Education",

address = "Portugal",

}

Sousa, RM, Alves, AC, Lima, RM, Fernandes, S, Mesquita, D & Dinis-Carvalho, J 2023, Project-based learning in industrial engineering and management: analysis of three curricular projects. in F Orfali, RM Lima, L Soares & F Miranda (eds), International Symposium on Project Approaches in Engineering Education. vol. 13, International Symposium on Project Approaches in Engineering Education, Universidade do Minho, pp. 390-399, 15th International Symposium on Project Approaches in Engineering Education and 20th International Conference on Active Learning in Engineering Education Workshop, PAEE/ALE 2023, Sao Paulo, Brazil, 28/06/23. <http://hdl.handle.net/10400.14/44277>

Project-based learning in industrial engineering and management: analysis of three curricular projects. / Sousa, Rui M.; Alves, Anabela C.; Lima, Rui M. et al.
International Symposium on Project Approaches in Engineering Education. ed. / Fabio Orfali; Rui M. Lima; Luciano Soares; Fabio Miranda. Vol. 13 Universidade do Minho, 2023. p. 390-399 (International Symposium on Project Approaches in Engineering Education).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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T2 - 15th International Symposium on Project Approaches in Engineering Education and 20th International Conference on Active Learning in Engineering Education Workshop, PAEE/ALE 2023

AU - Sousa, Rui M.

AU - Alves, Anabela C.

AU - Lima, Rui M.

AU - Fernandes, Sandra

AU - Mesquita, Diana

AU - Dinis-Carvalho, José

N1 - Funding Information: Project exercise: students should apply knowledge in the context of a subject area. This is the most traditional PBL approach. Project component: the scope is larger, and the project becomes more interdisciplinary. It is connected to the real-world issues and students’ learning focuses on working in teams to find out a solution for the problem. Often, project is supported by the courses studied in parallel. Project orientation: The curriculum is project oriented, thus PBL is the whole curriculum philosophy of the engineering program. Publisher Copyright: © 2023 University of Minho. All rights reserved.

PY - 2023

Y1 - 2023

N2 - In the 2nd semester of 2004/05 the Department of Production and Systems (DPS) of the Engineering School, University of Minho (UM), Portugal, deployed the first Project-Based Learning (PBL) approach, involving the freshman students of the Industrial Engineering and Management Integrated master's degree (MIEGI). Since then, in every year, without exception, new PBL editions have been held in different years of the programme, each with its own characteristics. The experience gained over time has allowed the change/refinement of conceptual and operational aspects of the projects, always bearing in mind a perspective of continuous improvement. In 2021/22 MIEGI underwent a major restructuring and gave rise to two programs: a 3-year bachelor's degree (LEGI) and a 2-year master's degree (MEGI). The curricular structures of these two programs include four integrated projects: three from LEGI (PIEGI1, 1st year; PIEGI2, 2nd year; and PIEGI3, 3rd year) and one from MEGI (PIEGI, 1st year). This paper aims to describe and compare three of these projects, more specifically PIEGI1, PIEGI3 and PIEGI, from a conceptual and operational point of view. One of the most important aspects in this description and comparison is the main objective of each project, which is defined considering the transversal and technical competences that make sense to develop in the respective curricular year. From the point of view of the development of technical competences, these derive mostly from the project supporting courses involved. Furthermore, several other aspects are considered, namely: problem characteristics, number and size of student teams, number and type of tutors, involvement of companies, milestones, deliverables, assessment model, coordination team composition, premises, etc. The findings show that these projects result from an integrated and complementary approach whose overall goal is to develop in students, throughout each year of the programme, key competences for their professional life.

AB - In the 2nd semester of 2004/05 the Department of Production and Systems (DPS) of the Engineering School, University of Minho (UM), Portugal, deployed the first Project-Based Learning (PBL) approach, involving the freshman students of the Industrial Engineering and Management Integrated master's degree (MIEGI). Since then, in every year, without exception, new PBL editions have been held in different years of the programme, each with its own characteristics. The experience gained over time has allowed the change/refinement of conceptual and operational aspects of the projects, always bearing in mind a perspective of continuous improvement. In 2021/22 MIEGI underwent a major restructuring and gave rise to two programs: a 3-year bachelor's degree (LEGI) and a 2-year master's degree (MEGI). The curricular structures of these two programs include four integrated projects: three from LEGI (PIEGI1, 1st year; PIEGI2, 2nd year; and PIEGI3, 3rd year) and one from MEGI (PIEGI, 1st year). This paper aims to describe and compare three of these projects, more specifically PIEGI1, PIEGI3 and PIEGI, from a conceptual and operational point of view. One of the most important aspects in this description and comparison is the main objective of each project, which is defined considering the transversal and technical competences that make sense to develop in the respective curricular year. From the point of view of the development of technical competences, these derive mostly from the project supporting courses involved. Furthermore, several other aspects are considered, namely: problem characteristics, number and size of student teams, number and type of tutors, involvement of companies, milestones, deliverables, assessment model, coordination team composition, premises, etc. The findings show that these projects result from an integrated and complementary approach whose overall goal is to develop in students, throughout each year of the programme, key competences for their professional life.

KW - Active learning

KW - Curricular projects

KW - Engineering education

KW - Project-based learning

UR - http://www.scopus.com/inward/record.url?scp=85171255303&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:85171255303

VL - 13

T3 - International Symposium on Project Approaches in Engineering Education

SP - 390

EP - 399

BT - International Symposium on Project Approaches in Engineering Education

A2 - Orfali, Fabio

A2 - Lima, Rui M.

A2 - Soares, Luciano

A2 - Miranda, Fabio

PB - Universidade do Minho

Y2 - 28 June 2023 through 30 June 2023

ER -

Sousa RM, Alves AC, Lima RM, Fernandes S, Mesquita D, Dinis-Carvalho J. Project-based learning in industrial engineering and management: analysis of three curricular projects. In Orfali F, Lima RM, Soares L, Miranda F, editors, International Symposium on Project Approaches in Engineering Education. Vol. 13. Universidade do Minho. 2023. p. 390-399. (International Symposium on Project Approaches in Engineering Education).

Project-based learning in industrial engineering and management: analysis of three curricular projects

Abstract

Publication series

Conference

Keywords

Access to Document

Other files and links

Fingerprint

CEDH: Research Centre for Human Development

Cite this

Project-based learning in industrial engineering and management: analysis of three curricular projects

Abstract

Publication series

Conference

Keywords

Access to Document

Other files and links

Fingerprint

Projects

CEDH: Research Centre for Human Development

Cite this