June 24, 2017
June 24, 2017
June 28, 2017
NSF Grantees Poster Session
Commonly-adopted engineering pedagogy tends to be lecture-based, and places students in a passive and predominantly secondary role. Research in the field of engineering education also highlights the ineffectiveness of such strategies and advocates that faculty instead adopt education strategies that actively engage learners. Various pedagogical techniques promote student engagement, two of these are problem-based learning (PBL) and vertical integration. PBL methods propose real world critical thinking problems to students, which exposes engineering students to more realistic concepts. Vertical integration connects two groups at different educational levels to encourage knowledge transfer between the two groups while supporting engagement in both groups. Student engagement is critical to student retention within a program, and to the overall success of the program; similarly, vertical integration shows promise for engaging lower-level students and improving retention in that group. This paper describes a vertically integrated problem-based learning (PBL) framework that has been developed and implemented at Arizona State University between a lower-division construction management course, Construction Materials, Methods and Equipment (CON252) and an upper-division civil engineering course, Urban Infrastructure Anatomy and Sustainable Development (CEE 486/598). We present results and analysis from the first four years of this program, highlighting the changes in approach and evaluation of the vertically-integrated PBL framework. This research summarizes the progress and accomplishments during years one through four of this research project. We review the development of course project assignments, course lectures, and evaluation instruments that promote and facilitate vertical integration and experiential learning. We present the vertical integration framework we developed throughout the course of this research, along with recommendations for transferring this framework to other institutions and courses.
ELZOMOR, M., & Parrish, K. (2017, June), Board # 33 : Positioning Students to Understand Urban Sustainability Strategies through Vertical Integration: Years One through Four Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27832
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