**5. Problem-based learning in undergraduate engineering education**

Problem-based learning (PBL) was first introduced in medical education in the late 1960s. By the early 1970s it has spread to medical institutions worldwide. In a pure PBL setting, groups of students are first presented with discipline relevant problem, not unlike a problem students would encounter in the profession. No facts or theories are presented, but rather students "brainstorm" regarding the important aspects of the problem and develop learning objectives they feel are necessary for its solution. The instructor or student facilitator may direct the conversation so that the students are focusing on the important aspects of the problem. Based on the objectives determined each member of the group is assigned a task. Students then reconvene to share the obtained information, determine if additional information is needed, and this process continues until a solution is obtained[30]. The positive impacts of PBL are the development of problem solving skills as well as an independent learning approach to solving a problem. PBL mimics the situations that are presented to students once they enter a profession. In its purest form, PBL is not without

Mechanical Engineering Education: Preschool to Graduate School 623

Traditional forms of assessment in the content areas of the PBL experience are also important considering the concerns regarding content gaps in student knowledge with PBL implementation in medical education. Embedded assessment questions on common course final examinations are an excellent means of comparing student content knowledge for

Students understand and better retain information when it is provided in the framework of a problem where it is seen to be relevant. PBL experiences by definition provide this educational setting while also developing students learning and problem solving skills. Due to the potential for positive impacts on student learning, it is important that way are found

Learning communities have been implemented across the country in a variety of disciplines and first-year experience programs as a means of increasing retention of first-year students. Learning communities have varying forms, however Lenning and Ebbers [40] have identified 4 common types (1) curricular learning communities that enroll a cohort of students in two or more common paired or clustered courses; (2) classroom learning communities where a cohort of students enrolled in a large lecture are broken into smaller cohorts for cooperative learning and group process learning opportunities (3) residential living and learning communities where students with a common major live in the same area of a residential hall increasing the opportunity for out-of-class learning experiences; (4) student type learning communities which enroll a targeted group, for example academically

Several published studies have linked curricular learning communities to increased retention of first-year students, higher first year GPAs, and lower incidence of academic probation. [41-43] While living and learning residential hall programs are fairly common in engineering programs across the country, curricular learning communities are rare in the engineering curriculum. [44] Zhao and Kuh [45] indicate the simple cluster enrollment model of a cohort of students co-enrolled in two or more courses is improved upon when the faculty involved in these courses design activities that require the application of topics from all clustered courses. This curriculum integrated approach to learning communities promotes the development of critical thinking skills and an interdisciplinary approach to problem solution. Learning communities with integrated curriculum have the potential to

1. creating an opportunities for students to form lasting study groups early in their

2. emphasizing the importance of the fundamental disciplines of mathematics and the

3. increasing critical thinking and engineering problem solving skills by integrating the foundation disciplines of mathematics and the sciences into practical engineering

Early exposure to the relevance of physics and mathematics in engineering has been shown

sciences in the engineering problem solving process within the first year;

students involved in PBL experiences with those who were not.

to implement this strategy into the engineering curriculum.

at risk students, honors students or minorities in engineering.

significantly impact first year retention of students in engineering by

to improve student retention and subsequent graduation rates. [7]

academic career;

problems.

**6. Learning communities in undergraduate engineering curricula** 

controversy. Some studies have shown no difference and sometimes lower content knowledge scores for PBL students. Students exhibit gaps in their knowledge base created by PBL activities that do not cover all the required course content[31, 32]. PBL has not gained significant popularity in engineering due to concerns over content knowledge gaps as well as the large time scale necessary to solve a significant engineering problem[33]. PBL can be successfully integrated into a traditional engineering curriculum, creating opportunities for students to develop the crucial interdisciplinary problem solving skills necessary in engineering.

Research indicates the application of the foundation disciplines of mathematics and physics into practical engineering application problems increases student engagement [30, 34-36]. Embedded in all significant engineering problems are smaller scale mathematics and physics problems. These mathematics and physics problems could be viewed as part of a more complex engineering problem and individually require a much smaller time commitment than the engineering problem as a whole. A logical solution to the issue of time commitment in a single course is a linked class approach. An engineering problem is introduced to students enrolled in Engineering Statics, Physics, and Calculus II. Students in all three courses discuss the problem and isolate the imbedded mathematics, physics, and engineering problems. The three smaller problems are then solved concurrently by students in the relevant course. The interdisciplinary nature of this strategy allowed students in all three courses to see the application of their knowledge of calculus and physics to a significant engineering problem. A linked class PBL project can easily be utilized in a curricular learning community setting; however, it is not required. If the PBL project is built upon core courses in the engineering curriculum, then students who are not dual enrolled in two or more courses benefit from the experience and application of previous course content. Examples of PBL projects used to link engineering and mathematics courses can be found in [37, 38].

Key to the success of a linked-class PBL experience is planning and coordination between the course instructors. Scheduling of all courses is critical if the project is to be given to the students simultaneously and prior to coverage of the necessary conceptual knowledge. A goal with a linked-class PBL experience is that students first devise a hypothesis based on their previous knowledge and then adapt their method of solution when new knowledge is obtained.

Further research is needed on how to assess the impact of PBL experiences on student learning. A primary focus of PBL is teaching a student to be a self-learner. This is a difficult goal to assess. However, with the additional goal of increased student engagement, the collection of survey data regarding student impressions of the experience and of their learning gains is an important assessment of the program. The Student Assessment of Learning Gains (SALG) website, www.salgsite.org, is supported by the National Science Foundation and is a valuable resource for institutions desiring to develop surveys instruments that address the student perspective of a learning experience[39]. This survey is an excellent choice when desiring that students reflect on their learning experience. This survey also provides an excellent source for student feedback. Creating a successful PBL experience requires a certain amount of "trial and error" approach and it improves with implementation. Student feedback provided by this type of survey is particularly helpful for improving the experience for each new group of students.

controversy. Some studies have shown no difference and sometimes lower content knowledge scores for PBL students. Students exhibit gaps in their knowledge base created by PBL activities that do not cover all the required course content[31, 32]. PBL has not gained significant popularity in engineering due to concerns over content knowledge gaps as well as the large time scale necessary to solve a significant engineering problem[33]. PBL can be successfully integrated into a traditional engineering curriculum, creating opportunities for students to develop the crucial interdisciplinary problem solving skills

Research indicates the application of the foundation disciplines of mathematics and physics into practical engineering application problems increases student engagement [30, 34-36]. Embedded in all significant engineering problems are smaller scale mathematics and physics problems. These mathematics and physics problems could be viewed as part of a more complex engineering problem and individually require a much smaller time commitment than the engineering problem as a whole. A logical solution to the issue of time commitment in a single course is a linked class approach. An engineering problem is introduced to students enrolled in Engineering Statics, Physics, and Calculus II. Students in all three courses discuss the problem and isolate the imbedded mathematics, physics, and engineering problems. The three smaller problems are then solved concurrently by students in the relevant course. The interdisciplinary nature of this strategy allowed students in all three courses to see the application of their knowledge of calculus and physics to a significant engineering problem. A linked class PBL project can easily be utilized in a curricular learning community setting; however, it is not required. If the PBL project is built upon core courses in the engineering curriculum, then students who are not dual enrolled in two or more courses benefit from the experience and application of previous course content. Examples of PBL projects used to link engineering and mathematics courses can be found in

Key to the success of a linked-class PBL experience is planning and coordination between the course instructors. Scheduling of all courses is critical if the project is to be given to the students simultaneously and prior to coverage of the necessary conceptual knowledge. A goal with a linked-class PBL experience is that students first devise a hypothesis based on their previous knowledge and then adapt their method of solution when new knowledge is

Further research is needed on how to assess the impact of PBL experiences on student learning. A primary focus of PBL is teaching a student to be a self-learner. This is a difficult goal to assess. However, with the additional goal of increased student engagement, the collection of survey data regarding student impressions of the experience and of their learning gains is an important assessment of the program. The Student Assessment of Learning Gains (SALG) website, www.salgsite.org, is supported by the National Science Foundation and is a valuable resource for institutions desiring to develop surveys instruments that address the student perspective of a learning experience[39]. This survey is an excellent choice when desiring that students reflect on their learning experience. This survey also provides an excellent source for student feedback. Creating a successful PBL experience requires a certain amount of "trial and error" approach and it improves with implementation. Student feedback provided by this type of survey is particularly helpful for

improving the experience for each new group of students.

necessary in engineering.

[37, 38].

obtained.

Traditional forms of assessment in the content areas of the PBL experience are also important considering the concerns regarding content gaps in student knowledge with PBL implementation in medical education. Embedded assessment questions on common course final examinations are an excellent means of comparing student content knowledge for students involved in PBL experiences with those who were not.

Students understand and better retain information when it is provided in the framework of a problem where it is seen to be relevant. PBL experiences by definition provide this educational setting while also developing students learning and problem solving skills. Due to the potential for positive impacts on student learning, it is important that way are found to implement this strategy into the engineering curriculum.
