PBL Education for the 2nd Year Undergraduate Students in Chemical Engineering and Continuous Outcomes Assessment

Ryoichi KUBOI; Wataru SHIMADA; Yasuyuki EGASHIRA; Kohki EBITANI; Masahiro KINO-OKA; Hideaki TAKAHASHI; Hiroshi SATO; Hiroshi UMAKOSHI; Yasuhiro SHIRAISHI; Sadataka SHIBA; Hisanori SHIMAUCHI

doi:10.4307/jsee.53.6_52

PAPERS

PBL Education for the 2nd Year Undergraduate Students in Chemical Engineering and Continuous Outcomes Assessment

Ryoichi KUBOI, Wataru SHIMADA, Yasuyuki EGASHIRA, Kohki EBITANI, Masahiro KINO-OKA, Hideaki TAKAHASHI, Hiroshi SATO, Hiroshi UMAKOSHI, Yasuhiro SHIRAISHI, Sadataka SHIBA, Hisanori SHIMAUCHI

Author information

Ryoichi KUBOI
[in Japanese]
Wataru SHIMADA
[in Japanese]
Yasuyuki EGASHIRA
[in Japanese]
Kohki EBITANI
[in Japanese]
Masahiro KINO-OKA
[in Japanese]
Hideaki TAKAHASHI
[in Japanese]
Hiroshi SATO
[in Japanese]
Hiroshi UMAKOSHI
[in Japanese]
Yasuhiro SHIRAISHI
[in Japanese]
Sadataka SHIBA
[in Japanese]
Hisanori SHIMAUCHI
[in Japanese]

Keywords: PBL Education, Chemical Engineering, Continuous Outcomes Assessment

JOURNAL FREE ACCESS

2005 Volume 53 Issue 6 Pages 6_52-6_57

DOI https://doi.org/10.4307/jsee.53.6_52

Details

Abstract

A Project-Based Learning (PBL) program has been examined for the 2nd year students who spontaneously set the project themes. The questionnaires to the same students who had taken the PBL course were carried out just after promotion to the 4th year as well as just before graduation. The results demonstrated the effectiveness of the PBL program and the usefulness of the PBL continuous assessment of the outcomes.

Corresponding author

Register with J-STAGE for free!