Student Perceptions of Project-Based Learning as Applicable to the Formation of Trusted Professionals.

Project-based course experiences enhance the student learning atmosphere through the application of lesson content and may prove as an advantageous educational technique in developing engineering students into trusted professionals, better prepared to serve the profession immediately after graduation. Applied action in Project-Based Learning (PBL) coursework extends lessons beyond the technical content of the course and creates professional skills development, ideally offering a more holistic training platform for junior engineers. Projects often require students to collaborate with one or more peers, therefore introducing applications of teamwork, leadership, project management, and communications components. Personal development in time management also tends to be introduced in project-based course assignments because of the duration and process of work required to satisfy the comprehensive series of tasks. The opportunity for professional skills development cannot come at the expense of technical skills development. Ideally, not only will the project enhance technical competency, but students completing project-based work should be more capable of solving ill-defined problems and complex problems. Considering project-based learning as an opportunity for the wholesome development of engineering students as trusted professionals, this study collects student perceptions of enhanced learning in professional and technical skills through PBL coursework. Students were surveyed across two distinctly different institutions so comparisons could be drawn between the unique populations. The U.S. West Point Academy was selected to include populations of students seeking professional military careers and supported by curriculum experiences formalizing learning in many professional skills such as teamwork and leadership. The University of Tennessee Knoxville population includes students pursuing civil engineering careers and experiencing fewer structured learning experiences in typical professional skills topics. The data collected shows positive student perceptions towards project-based learning courses which supports this pedagogy as applicable in training trusted professionals. Some variations were observed between the two populations, but general trends showed agreed positive value to professional skills and technical skills development through PBL experiences. This paper includes a brief contextual definition for PBL, a summary of student populations and course structures captured in this study, and a summary of survey responses. Conclusions identifying trends in student perceptions of their learning, competency, and confidence as influenced by PBL are shared and comparisons across the two institutions are discussed. [ABSTRACT FROM AUTHOR]