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Development And Implementation Of Pbl And Other Inductive Pedagogies In Engineering Science: Work In Progress

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Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Multidisciplinary Capstone Design Projects

Tagged Division

Multidisciplinary Engineering

Page Count

18

Page Numbers

14.466.1 - 14.466.18

Permanent URL

https://peer.asee.org/5824

Download Count

14

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Paper Authors

biography

Josef Rojter Victoria University of Technology

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The author has an academic background in chemical and materials engineering at bachelor and master level and a doctorate in engineering education.He teaches primarily in areas of materials, manufacturing and process technology and is an active member at University's centre for innovation and sustainability.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Development of Problem-Based Learning (PBL) and Other Inductive Learning Pedagogies in Introductory Fundamental Engineering Science and Science Subjects: Work in Progress

ABSTRACT

Poor knowledge platform in fundamental sciences of a significant proportion of incoming students into undergraduate courses of architectural, building, civil, and mechanical engineering has meant that first and second year fundamental science and engineering science subjects, which usually relied on sound preparation at the senior levels of high schools, had to be taught in a different way. In this case, the hybrid subject of chemical/material science was designed and delivered as primarily engineering science with the focus on environmental, design and manufacturing issues. These narratives were further expanded by the inclusion of communication and team working skills when the subject was designated, in 2006, as a Problem Based Learning (PBL) subject with its accompanying pedagogy and curriculum design. The initial pedagogical approach of just- in-time teaching worked well with relatively high pass rates and generally independent of students’ previous exposure to chemistry. The introduction of PBL curriculum cannot be, as yet, properly evaluated. Nevertheless, despite the subject complexity and the intense demands of the subjects, student response was highly positive. The negative aspects related to poor study habits and unfamiliarity with working in teams. The positives were high student satisfaction with subjects, low attrition rates and relatively high pass rates. IndexTerms – Innovative curricula, education research ,teaching and learning

INTRODUCTION

This paper focuses on the introductory materials subject - a two semester subject split into two one semester components, which were: Introductory chemical science; and Fundamental material science. The inclusion of chemical science into the engineering curriculum was the result of recommendations of course accrediting processes. The inclusion of chemical sciences in the

Rojter, J. (2009, June), Development And Implementation Of Pbl And Other Inductive Pedagogies In Engineering Science: Work In Progress Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5824

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