Faculty on Integrated Project-Based Learning
           Casey Canfield, Franklin W. Olin College of Engineering, Needham, MA
           Yevgeniya V. Zastavker, Ph.D., Franklin W. Olin College of Engineering, Needham, MA
ABSTRACT  
This paper examines the experiences, perspectives, and concerns of faculty involved 
in implementing a first-year integrated project-based engineering curriculum as they 
attempt to understand and reconcile their own and studentsí views, attitudes, and 
beliefs regarding project-based learning (PjBL). A semi-structured, open-ended 
interview protocol is employed with seven mathematics and physics faculty 
participants.  Grounded theory is used to identify the following themes: divergence 
of faculty perceptions regarding the effectiveness of an integrated approach in 
teaching and learning, the value of projects, and conflicting student expectations.

		Academic Exchange Quarterly  Spring 2009: Volume 13, Issue 1  
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