A Practical Approach for Problem-Based Learning in Engineering

2007 ◽  
Author(s):  
Emily M. Hunt ◽  
Pamela Lockwood-Cooke ◽  
Paul Fisher
Keyword(s):  
Engineering Education ◽  
Real World ◽  
Engineering Students ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Pilot Project ◽  
Complex Problem ◽  
Engineering Problem ◽  
Theory And Practice ◽  
Engineering Mathematics

Problem-based Learning (PBL) is a motivating, problem-centered teaching method with exciting potential in engineering education. PBL can be used in engineering education to bridge the gap between theory and practice in a gradual way. The most common problem encountered when attempting to integrate PBL into the undergraduate engineering classroom is the time requirement to complete a significant, useful problem. Because PBL has such potential in engineering, mathematics, and science education, professors from engineering, mathematics, and physics have joined together to solve small pieces of a large engineering problem concurrently in an effort to reduce the time required to solve a complex problem in any one class. This is a pilot project for a National Science Foundation (NSF) supported Science Talent Expansion Program (STEP) grant entitled Increasing Numbers, Connections, and Retention in Science and Engineering (INCRSE) (NSF 0622442). The students involved are undergraduate mechanical engineering students that are co-enrolled in Engineering Statics, Calculus II, and Engineering Physics I. These classes are linked using PBL to increase both student engagement and success. The problem addresses concepts taught in class, reinforces connections among the courses, and provides real-world applications. Student, faculty, and industry assessment of the problem reveals a mutually beneficial experience that provides a link for students between in-class concepts and real-world application. This method of problem-based learning provides a practical application that can be used in engineering curricula.

scholarly journals Linked-Class Problem-Based Learning In Engineering: Method And Evaluation

2010 ◽  
Vol 1 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Emily M. Hunt ◽  
Pamela Lockwood-Cooke ◽  
Judy Kelley
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Large Time ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Theory And Practice ◽  
Engineering Mathematics ◽  
Exciting Potential ◽  
Science Classes ◽  
Mathematics And Science

Problem-Based Learning (PBL) is a problem-centered teaching method with exciting potential in engineering education for motivating and enhancing student learning. Implementation of PBL in engineering education has the potential to bridge the gap between theory and practice. Two common problems are encountered when attempting to integrate PBL into the undergraduate engineering classroom:  1) the large time requirement to complete a significant, useful problem and 2) the ability to determine its impact on students. Engineering, mathematics, and science professors at West Texas A&M University (WTAMU) have overcome the large time commitment associated with implementation of PBL in a single course by integrating small components of the larger project into each of their classes and then linking these components with a culminating experience for all the classes. Most of the engineering students were concurrently enrolled in the engineering, mathematics, and science classes and were therefore participating in all activities related to the project. This linked-class PBL experience addressed course concepts, reinforced connections among the courses, and provided real-world applications for the students. Students viewed the experience as beneficial, increasing their understanding of content and applications in each discipline. This paper provides details about implementation and evaluation of one PBL project and how difficulties in evaluation of the linked-class PBL experiences are being addressed.

scholarly journals COLLABORATIVE DESIGN PRACTICE INVOLVING PARTNERS FOR THE ADVANCEMENT OF COLLABORATIVE ENGINEERING EDUCATION (PACE)

2011 ◽  
Author(s):  
J. Mikkelsen ◽  
A. Steeves ◽  
W. L. Cleghorn ◽  
P. Bastani ◽  
R. Pattani ◽  
...  
Keyword(s):  
Engineering Education ◽  
Collaborative Design ◽  
Engineering Students ◽  
Pilot Project ◽  
General Motors ◽  
Collaborative Engineering ◽  
University Of Toronto ◽  
University Of British Columbia ◽  
Automobile Components ◽  
The University

This paper describes efforts to develop a collaborative design project involving third year mechanical engineering students from the University of British Columbia (UBC) and the University of Toronto (U of T). Selected students enrolled in a core kinematics and dynamics course at U of T were partnered with selected students enrolled in a core machine design course at UBC. These project groups were given the task of designing an automotive product specified by the industrial client, General Motors. The pilot project required students make full use of the advanced design resources provided under the Partners for the Advancement of Collaborative Engineering Education (PACE) program. This pilot project was performed as a simulation of real world automotive design where design offices around the globe participate in concurrent design of new automobile components and systems.

scholarly journals ENGINEERS-IN-RESIDENCE – A BRIDGE TO THE FUTURE

1969 ◽  
Author(s):  
J M Symonds ◽  
Ron Britton
Keyword(s):  
Engineering Education ◽  
Real World ◽  
Subject Matter ◽  
Engineering Students ◽  
Technology Development ◽  
New Technology ◽  
Cost Effective ◽  
The Real ◽  
Rapid Pace ◽  
Integrated Approaches

The rapid pace of new technology development has influenced both engineering education and engineering students. It is becoming evident that the education is becoming deficient in addressing new subject matter and industry required skills while attempting to maintain the basic, core engineering fundamentals. Students are also falling behind in their ability to understand and implement these fundamentals. New, integrated approaches, in the real world context, are required to address these curriculum deficiencies in innovative and cost-effective ways.

scholarly journals Problem-Based Learning and Civic Engagement—Shifting the Focus of Learning in Public Policy Education

2013 ◽  
Vol 46 (03) ◽  
pp. 630-636 ◽  
Author(s):  
Chris McInerney ◽  
Maura Adshead
Keyword(s):  
Public Policy ◽  
Civic Engagement ◽  
Learning Environment ◽  
Real World ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Science Students ◽  
Constructivist Learning Environment ◽  
Innovative Teaching ◽  
Innovative Teaching Method

AbstractThis article describes the development of an innovative teaching method to help political science students deepen their comprehension of public policy through engaging with real world scenarios. It describes the development of a constructivist learning environment (CLE) (Jonassen, 1999) for students in a postgraduate public policy module, fashioned by integrating a problem-based learning (PBL) approach with civic engagement processes. The article concludes by examining the potential of this approach as a teaching method and reflecting on student and staff feedback as well as on benefits described by partner organizations and the broader public.

scholarly journals Fostering Engineering Students Engagement Using Problem-Based Learning and Course Learner Agent Object Portfolios

2016 ◽  
Vol 6 (4) ◽  
pp. 45
Author(s):  
Akram Ahmad Abu-aisheh ◽  
Lynroy Grant ◽  
Narendar Sumukadas ◽  
Alan Hadad
Keyword(s):  
Student Engagement ◽  
Engineering Education ◽  
Engineering Students ◽  
Problem Based Learning ◽  
Education Today ◽  
Class Room

Engineering education today is undergoing an unprecedented array of challenges, including maintaining student engagement during the lecture and throughout the semester. Fostering student engagement in the class room has become a challenging task for engineering educators. In this paper, the authors report on the application of Problem-Based Learning (PBL) to maintain student engagement throughout each lecture, and the use of Learner Agent Object (LAO) portfolios to maintain student engagement in the course throughout the semester.

Promoting Effective Student Problem Solving

2007 ◽  
Author(s):  
J. C. Bennett
Keyword(s):  
Problem Solving ◽  
Engineering Education ◽  
Student Development ◽  
Engineering Students ◽  
Complex Problem ◽  
Course Development ◽  
Complex Problem Solving ◽  
Problem Solvers ◽  
Student Problem ◽  
Effective Problem

If one were to ask most anyone what engineers do, they would say “solve problems.” And indeed, engineers do [but I would suggest that all people solve problems regardless of their chosen careers]. What are less obvious are [a] whether engineering students and graduates are effective problem solvers; [b] whether engineering education is facilitated effectively as a “problem to be solved” and [c] whether that engineering education intentionally facilitates the development by students of an effective problem solving approach. In this paper, it is argued that instructors use of effective problem solving in course development, preparation, and facilitation must include the explicit attention to the student development of effective problem solving procedures. In this paper, it is argued that students will become more effective problem solvers if instructors encourage them to use procedures that embrace ambiguity and if instructors more consistently expect them to apply the procedures to open-ended problems throughout the curriculum. As students move from well-defined problem solving to more complex problem solving, they will benefit from one general and effective problem-solving procedure that is sufficiently flexible to include the various and more specific procedures that students will encounter. With career paths continually evolving and with information generation growth ever expanding, such skills are absolutely critical to success, again regardless of career choice.

scholarly journals Augmenting Mathematics Courses by Problem-Based Learning

2016 ◽  
Vol 6 (1) ◽  
pp. 50
Author(s):  
Martin Frank ◽  
C. Roeckerrath
Keyword(s):  
Real World ◽  
Engineering Students ◽  
Problem Based Learning ◽  
Mathematics Courses ◽  
Undergraduate Engineering ◽  
Real World Applications ◽  
Guiding Principles ◽  
The Impact

We describe a project that aims to motivate undergraduate engineering students to participate more in mathematics courses. Our approach shares characteristics of active, project-based and problem-based learning. We have developed interactive projects that deal with the mathematics behind real-world applications. In this paper, we describe one example project in detail, and discuss our guiding principles in designing projects. The projects are open in the sense that there are many possible solutions, and several possible follow-up questions. We use a MATLAB environment, which helps intuitive understanding of mathematical notions, lowers the barrier to programming, and provides many interfaces. Our activities are bundled in an education lab, which we also briefly describe. We conclude with an assessment of the impact of the supplementary courses.

scholarly journals BENEFITS AND BARRIERS TO INTERNATIONAL COLLABORATION FOR CAPSTONE DESIGN COURSE

2017 ◽  
Author(s):  
Narges Balouchestani Ali ◽  
Sijia Zhu ◽  
Kamran Behdinan
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
International Collaboration ◽  
Engineering Students ◽  
Problem Based Learning ◽  
Cross Cultural ◽  
Global Environment ◽  
University Of Toronto ◽  
Capstone Design Courses ◽  
Capstone Design

In today’s world, engineering design is being conducted in a global environment. Recent research in engineering education shows that one of the competencies for engineering students is the ability to collaborate and communicate internationally. There is no better place in curricula than the 4th year design capstone to incorporate international experiences for students. University of Toronto has recently started international collaboration in capstone by partnering with universities in China, USA and Singapore. This is problem-based learning that allows students to experience collaboration with international partners. This paper explores the experiences of students in the international capstone design courses. We investigate the challenges, the risks, and the rewards associated with this international and cross cultural collaboration.

scholarly journals An interdisciplinary complex problem as a starting point for learning: Impact of the PBL method in second-year Environmental engineering students

2015 ◽  
Vol 2 (2) ◽  
pp. 153
Author(s):  
E. Saez de Camara ◽  
A. Lopez-Urionabarrenechea ◽  
M. N. Azpiazu ◽  
P. Ruiz de Arbulo ◽  
G. Insunza
Keyword(s):  
Success Rate ◽  
Engineering Students ◽  
Engineering Geology ◽  
Real Life ◽  
Problem Based Learning ◽  
Business Administration ◽  
Complex Problem ◽  
Environmental Engineering ◽  
Starting Point ◽  
Second Year

<p class="Textoindependiente21">Three courses of the second year degree in Environmental Engineering (Geology and Pedology, Ecology and Economics and Business Administration) have been remodeled using the Problem-Based Learning methodology. The proposed problem is a real-life and integrative problem related to their specialization which must be solved in these three courses at the same time. The results reveal that during this experience students were considerably more active, cooperative and involved, and the success rate doubled that of similar engineering courses of the Faculty. Regarding students’ opinion, it should be emphasized that they perceive that this method is functional and encouraging. A high percentage of the students describe the experience as positive or very positive. Additionally, they stated that the Problem-Based Learning promoted the development of skills that, in their own view, are essential for their career, such as teamwork and communication.</p>

The Suitability of Problem-based Learning for Engineering Education: Theory and practice

2000 ◽  
Vol 5 (3) ◽  
pp. 345-358 ◽  
Author(s):  
J. C. Perrenet ◽  
P. A. J. Bouhuijs ◽  
J. G. M. M. Smits
Keyword(s):  
Engineering Education ◽  
Problem Based Learning ◽  
Theory And Practice ◽  
Education Theory
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