CASE STUDIES OF INTEGRATING PROJECT BASED LEARNING INTO POLYTECHNIC ENGINEERING CURRICULUM

Abstract

Project-based learning provides opportunities for learners to apply knowledge and skills that they have learned to answer driving question(s) based on authentic problems or projects provided by the industry partners. Literature has shown that project-based learning develops learners to be better problem solvers and high-order thinkers, as well as improves learners’ engagement. Hence, project-based learning has been adopted by School of Engineering (SEG), Nanyang Polytechnic (NYP), Singapore as one of the teaching methods to further improve the learner and teacher engagement, develop learners’ critical core skills and close the learners’ achievement gap. This paper details the journey of integrating project-based learning into the curriculum of three diplomas in SEG after a successful pilot study on adopting the Gold Standard project-based learning model provided by PBLWorks (Buck Institute for Education). Implementation in each diploma was uniquely designed to suit the curriculum and the needs of the learners. The modules adopting project-based learning teaching method required learners to apply knowledge and skills learned at different stages to answer driving question(s) based on authentic problems or projects provided by the industry partners. The effectiveness of project-based learning implementation was measured through the perceptions of the learners and feedback provided by both learners and lecturers. The learners showed interest in the projects and found them useful in developing the competencies necessary for the diploma. The paper will also share the challenges faced during the implementation and discuss the possible improvements that can be made to enhance future implementation.

Affiliations

Nanyang Polytechnic, Singapore

Authors

Eunice Goh Shing Mei, Kwek Siew Wee, Ang Wei Sin, Kent Loo, Hengky Chang, Cheah Chi Mun, Li Ying, Eunice Chia

Authors (new)