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

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 e...

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Bibliographic Details
Published inAmerican journal of engineering education Vol. 1; no. 1; pp. 79 - 88
Main Authors Hunt, Emily M., Lockwood-Cooke, Pamela, Kelley, Judy
Format Journal Article
LanguageEnglish
Published Littleton The Clute Institute 01.01.2010
Clute Institute
Subjects
Calculus
Course Content
Engineering Education
Instructional Effectiveness
Learning Processes
Mathematics Instruction
Measurement
Physics
Problem Based Learning
Program Evaluation
Science Instruction
Student Attitudes
Surveys
Teaching Methods
Texas
Theory Practice Relationship
Undergraduate Students
Texas
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Summary: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.
ISSN:2153-2516
2157-9644
DOI:10.19030/ajee.v1i1.794