Abstract
University College London (UCL) has recently implemented a distinctive programme that connects curricula across seven engineering disciplines. The Integrated Engineering Programme (IEP) contributes interdisciplinary, experiential and authentic learning opportunities for students, aimed at developing professional and design skills. Here we investigate the impact of an ipsative learning approach, based on encouraging students to reflect on their progress in a problem/project-based learning (PBL/PjBL) setting. We analyse reflective writing produced by students in a five week PBL project. Their reflections support the view that students gained an increased understanding of how to achieve results in team-based projects and of the processes and effort required to achieve higher quality research. We conclude that the addition of ipsative elements within a PBL/PjBL system offers benefits to student development of the kind that aligns well with current drives in engineering education to produce undergraduates who are ‘work ready’ by the time they graduate.
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Tilley, E., Roach, K. (2017). Ipsative Learning: A Personal Approach to a Student’s PBL Experience Within an Integrated Engineering Design Cornerstone Module. In: Hughes, G. (eds) Ipsative Assessment and Personal Learning Gain. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-56502-0_7
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DOI: https://doi.org/10.1057/978-1-137-56502-0_7
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