ERIC Number: EJ886768
Record Type: Journal
Publication Date: 2008-May
Abstractor: As Provided
Reference Count: 23
Linking Project-Based Interdisciplinary Learning and Recommended Professional Competencies with Business Management, Digital Media, Distance Learning, Engineering Technology, and English
Bender, Melinda; Fulwider, Miles; Stemkoski, Michael J.
Journal of College Teaching & Learning, v5 n5 p1-8 May 2008
This paper encourages the investigation of real world problems by students and faculty and links recommended student competencies with project based learning. In addition to the traditional course objectives, project-based learning (PBL) uses real world problems for classroom instruction and fieldwork to connect students, instructors, and industry mentors from several disciplines with the recommended professional competencies required of students entering a profession or career. The purpose and focus of this paper is to inform and enlighten, to instruct and educate, and to evoke industry and community interest by combining educational service value with an educational enterprising activity. The paper demonstrates how project-based learning objectives in the classroom integrate with industry recommended professional competencies in solving real world problems. Utilizing the extraordinary intellectual capital of students and faculty in a learning environment on college campuses allows projects to be arranged and managed in a manner that may also provide funding and grant opportunities. Project-based learning linked to recommended professional competencies is a contributing educational force that addresses the needs in communities, student life, and career choices.
Descriptors: Student Projects, Active Learning, Teaching Methods, Teaching Styles, Interdisciplinary Approach, Case Method (Teaching Technique), Minimum Competencies, Global Approach, Change Strategies, Engineering Technology, Business Administration, Distance Education, Technology Integration, English
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A