COMPARING STUDENT ASSESSED COMPETENCIES IN PBL AND TRADITIONAL ECE PROGRAMS

P. D. Lawrence, C. A. Hennessey, J. Calviño-Fraga, A. Ivanov, D.L. Pulfrey, S.E. Salcudean, M. Yedlin, M.S. Davies, L. Chrostowski, J. Madden, S. Mirabbasi, K. Walus

Abstract


Since 1999, both traditional and project based learning (PBL) programs have been offered to second year ECE students at the University of British Columbia. This paper describes the structure of the PBL program and a student evaluation of their competencies. The evaluation was carried out by a survey of third and fourth year students who passed through either the PBL or the traditional program. Results of the evaluation indicate that the former PBL students felt significantly more improved than the traditional students in their design-related abilities and some of their teamwork abilities evaluated by the survey.

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