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2019 ASEE Annual Conference & Exposition


This Work In Progress paper describes a taxonomy of roles for faculty in project-based learning experiences. By considering dimensions of instructor involvement (passive to active) and learning goals (process to product), we classify approaches to interaction that are appropriate to different levels of student preparedness and the purpose of the project experience in the curriculum. We advocate a “best practice” that consists of instructor awareness of a broad range of student backgrounds and capabilities, and tailoring interaction to student needs. Case studies are presented applying the taxonomy to project-based learning as implemented in engineering curricula at Worcester Polytechnic Institute and Nanyang Polytechnic Institute.


Copyright 2019 American Society for Engineering Education


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