Students Enhanced learning and motivation in Project course on 1st semester

Ole Schultz

Students Enhanced learning and motivation in Project course on 1^st semester

Ole Schultz^*

^*Corresponding author for this work

Research output: Contribution to conference › Conference abstract for conference › Research › peer-review

Abstract

At DTU, the Diploma Engineering Education consists of 13-week 5 ECTS theory courses and a 5 ECTS 3-week CDIO course (Project based learning using Conceive, Design, Implement, and Operate) each semester. This abstract presents a beneficial approach to conducting project work as a 13-week course, achieving even better outcomes and higher student satisfaction. The course activities, which actively engage students, are explained, and references to relevant literature are provided together with data from the exam and the final course evaluation.
A key question to explore is whether there are differences in learning outcomes between running a lab course throughout a full semester and running it as an intensive 3-week full-time course.

Original language	English
Publication date	2026
Number of pages	3
Publication status	Published - 2026
Event	ETALEE 2026 Exploring Teaching for Active Learning in Engineering Education: Engaging, Belonging, Learning - DTU , Ballerup, Denmark Duration: 22 Apr 2026 → 23 Apr 2026 https://etalee.dk/

Conference

Conference	ETALEE 2026 Exploring Teaching for Active Learning in Engineering Education
Location	DTU
Country/Territory	Denmark
City	Ballerup
Period	22/04/2026 → 23/04/2026
Internet address	https://etalee.dk/

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Cite this

@conference{36b95811210d4890a3d958df775f40f3,

title = "Students Enhanced learning and motivation in Project course on 1st semester",

abstract = "At DTU, the Diploma Engineering Education consists of 13-week 5 ECTS theory courses and a 5 ECTS 3-week CDIO course (Project based learning using Conceive, Design, Implement, and Operate) each semester. This abstract presents a beneficial approach to conducting project work as a 13-week course, achieving even better outcomes and higher student satisfaction. The course activities, which actively engage students, are explained, and references to relevant literature are provided together with data from the exam and the final course evaluation. A key question to explore is whether there are differences in learning outcomes between running a lab course throughout a full semester and running it as an intensive 3-week full-time course.",

author = "Ole Schultz",

year = "2026",

language = "English",

note = "ETALEE 2026 Exploring Teaching for Active Learning in Engineering Education : Engaging, Belonging, Learning ; Conference date: 22-04-2026 Through 23-04-2026",

url = "https://etalee.dk/",

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TY - ABST

T1 - Students Enhanced learning and motivation in Project course on 1st semester

AU - Schultz, Ole

PY - 2026

Y1 - 2026

N2 - At DTU, the Diploma Engineering Education consists of 13-week 5 ECTS theory courses and a 5 ECTS 3-week CDIO course (Project based learning using Conceive, Design, Implement, and Operate) each semester. This abstract presents a beneficial approach to conducting project work as a 13-week course, achieving even better outcomes and higher student satisfaction. The course activities, which actively engage students, are explained, and references to relevant literature are provided together with data from the exam and the final course evaluation. A key question to explore is whether there are differences in learning outcomes between running a lab course throughout a full semester and running it as an intensive 3-week full-time course.

AB - At DTU, the Diploma Engineering Education consists of 13-week 5 ECTS theory courses and a 5 ECTS 3-week CDIO course (Project based learning using Conceive, Design, Implement, and Operate) each semester. This abstract presents a beneficial approach to conducting project work as a 13-week course, achieving even better outcomes and higher student satisfaction. The course activities, which actively engage students, are explained, and references to relevant literature are provided together with data from the exam and the final course evaluation. A key question to explore is whether there are differences in learning outcomes between running a lab course throughout a full semester and running it as an intensive 3-week full-time course.

M3 - Conference abstract for conference

T2 - ETALEE 2026 Exploring Teaching for Active Learning in Engineering Education

Y2 - 22 April 2026 through 23 April 2026