Browsing by Subject "Problem-based learning (PBL)"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Faculty and Student Perceptions of Project-Enhanced Learning in Early Engineering Education: Barriers, Benefits, and Breakthroughs
    (2012) Nalim, M. Razi; Rajagopal, Manikanda K.; Helfenbein, Robert J.
    The application of problem-based learning (PBL) to undergraduate engineering education has emerged as an area of research interest over the past few decades. A related form of active learning is project-enhanced learning (PEL), intended to support integrative thinking and student motivation. PEL is specifically designed as a supplement to, but not a replacement for, traditional teaching methods in early engineering science courses. Data regarding perceived benefits and barriers to PEL as an intervention for improved student learning were collected from instructors engaged in PEL, and were examined using extended-term mixed-method research design (ETMM). ETMM enables researchers to remain attentive to contextual factors shaping program implementation and to changes in implementation over time. The case study included interviews with faculty, and survey instruments as part of the multiple data-point strategy. Among the findings, instructors adding PEL to their instructional strategies expressed satisfaction with improved student motivation, interaction, and socialization, which may help with student success and retention in engineering. Some instructors expressed concern about losing focus on the challenging analytical course topics, but those who attempted PEL were able to achieve appropriate balance by designing project tasks to align well with the topics and by limiting non-aligned project activity. In some cases, instructors who initially resisted adopting PEL changed to a favorable disposition after interacting with students and faculty who were favorable. However, a small number of instructors responded to the survey with a strong negative view of PEL.
  • Thumbnail Image
    Item
    Project - Based learning in introductory thermodynamics
    (2009) Krishnan, Sivakumar; Nalim, M. Razi
    The sophomore year is a critical decision point for engineering students. In freshman year, they might have been given exciting introductions to engineering design and applicable science by faculty dedicated to teaching. In sophomore year, they encounter traditional lecture presentation of challenging engineering science courses, probably by faculty more dedicated to research than undergraduate teaching. This may present either a threat or opportunity for retention of students. Introductory thermodynamics is usually such a 'gateway' course that must introduce to students both a new branch of science and an unfamiliar abstract method of scientific reasoning. Test scores, surveys, and classroom assessments indicate that many students did not really understand the laws of thermodynamics until the end of the course, if at all, even if they could apply the 'formulae'. A supplemental or alternative approach such as project-based learning may be very useful. This paper describes a design project in a mechanical engineering program at an urban research university. It was initially supplemental, but became a framework for alternative presentation of thermodynamics in a problem-based learning approach. The design project is intended to apply key topics in thermodynamics to a familiar domestic problem of heating, ventilation, and air conditioning (HVAC) system design for a residential application, based on manufacturer's specifications, second-law principles, and actual climate data. Students work in small teams of 2-3. The project is assigned and discussed at the beginning of the semester, so that it naturally motivates the learning of needed concepts throughout the semester. Teams were given annual climate data for different locations and defined home insulation, infiltration, and heat source properties. They were required to perform an energy audit and equipment thermodynamic performance evaluation to select specific units appropriate to the calculated heating and cooling loads. They recalibrate manufacturer ratings of the chosen units for local climate, and calculate the average cost of heating and cooling as well as the lifetime cost of the systems. This involved identifying the vendor and obtaining the necessary performance and cost data from them. Discussions were encouraged among the teams using an online discussion forum. Each student team was required to submit a final project report at the end of the semester and present their data. This project was implemented for a number of years by four different instructors. This holistic design and teamwork experience at the sophomore level appears to have given students a springboard benefit in the curriculum that persists into later courses and professional practice. Direct and indirect assessments of the project-based method were conducted and the results will be presented in the paper. The design project is assessed based on classroom presentations and a written report with technical analysis, design process, and professional conclusions. It is intended to continue restructuring the course syllabus around this project in the future.
  • Thumbnail Image
    Item
    Project enhanced learning in challenging engineering courses
    (2012) Nalim, M. Razi; Li, Lingxi; Orono, Peter; Helfenbein, Robert; Yu, Whitney; Mital, Manu
    Many sophomores and juniors perform poorly in traditional lecture presentation of challenging engineering science courses, and this may present either a threat or opportunity for retention. Examples of such core ‘gateway’ courses in mechanical engineering and electrical engineering curricula include Thermodynamics, Signals and Systems, Probabilistic Methods, Statics, and Dynamics, among others. Test scores, surveys, and classroom assessments indicate that many students completing these courses did not really understand the fundamentals, even if they could apply the 'formulae’. A supplemental or alternative approach such as project-enhanced learning has been effective. The authors have implemented project experiences in three different courses, based on initial experience in a course on Thermodynamics. In Fall 2011, project-enhanced learning was introduced in two other courses: Probabilistic Methods In Electrical And Computer Engineering, and Dynamics in mechanical engineering. One or two major projects based on systems, objects, or activities that are familiar to the students are designed and assigned to apply key course topics. The goals are to motivate and improve learning of abstract concepts and to provide a realistic application that anchors and helps retain learning. Teamwork and professionalism were also emphasized. This paper will present the projects developed and the experience of the instructors in conducting the projects. Observed student reactions and learning will be discussed. Online discussion forums helped in project guidance and peer discussions. Each student team was required to submit a final project report at the end of the semester.
  • Thumbnail Image
    Item
    Work in progress: Faculty perceptions of project-enhanced learning in early engineering education: Barriers and benefits
    (2012) Helfenbein, Robert J.; Nalim, M. Razi; Rajagopal, Manikanda K.
    The application of problem-based learning (PBL) to undergraduate engineering education has emerged as an area of research interest over the past few decades, although it does not appear to be the dominant pedagogy for most engineering programs. A related form of active learning is project-enhanced learning (PEL), specifically designed to enhance but not replace traditional teaching methods in engineering science courses. The perceptions of instructors who attempt PEL were examined using extended-term mixed-method approaches, seeking to examine perceived benefits and barriers to PEL as an intervention for improved student learning. Instructors expressed satisfaction with improved student motivation, interaction, and socialization, which may help with student success and retention in engineering. Instructors also expressed concern about losing focus on the challenging analytical course topics, but were able to achieve appropriate balance by designing project tasks to align well with the topics and limiting non-aligned project activity.