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Implementing Self Directed Problem Based Learning In A Multidisciplinary Environmental Engineering Capstone Class

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Accreditation

Page Count

12

Page Numbers

10.724.1 - 10.724.12

Permanent URL

https://peer.asee.org/15030

Download Count

18

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Paper Authors

author page

Kenneth Brannan

author page

Kevin Bower

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

Implementing Self-Directed Problem Based Learning in a Multidisciplinary Environmental Engineering Capstone Class

Kevin C. Bower and Kenneth P. Brannan Department of Civil and Environmental Engineering The Citadel

Abstract The Department of Civil and Environmental Engineering at The Citadel offers three different capstone classes during the second semester senior year. In an effort to meet ABET 2004-2005 Criteria for Accrediting Engineering Programs Criterion 3(d) requiring students to work in multi- disciplinary teams, the department has developed an artificial project that incorporates a “real- world” feel and integrates the three disciplines of environmental, structural, and site development into one unified design team. While enrolled in one of three different concurrently scheduled capstone classes, participating students were required to work effectively across the disciplines as one team. The environmental capstone class was conducted strictly by a self-directed problem based learning (SD-PBL) approach. SD-PBL helps students learn and retain material while developing skills for lifelong learning. During the class, students were required to identify elements of the project which needed to be designed, conduct meetings where students taught students about critical design topics, and ultimately work together within the environmental class and coordinate with the structural and site development classes to complete the design as required. This paper presents the background literature on the SD-PBL pedagogical approach used in this class and the overall methodology behind SD-PBL. Some of the problems and potential solutions related to the interaction between a PBL and non-PBL class, the results of weekly student evaluations and self-evaluation, and a commentary on student involvement both within their own group and across disciplines is included.

Introduction The Department of Civil and Environmental Engineering at The Citadel offers three different capstone classes during the second semester senior year. In an effort to meet ABET 2004-2005 Criteria for Accrediting Engineering Programs Criterion 3(d) requiring students to work in multi- disciplinary teams, the department has abandoned its Senior Research class (used since the inception of the program) and developed an artificial project that incorporates a “real-world” feel which integrates the three disciplines of environmental, structural, and site development into one unified design team. A complete description of the three classes and the interaction between the courses is described in Black et al.1.

Brannan, K., & Bower, K. (2005, June), Implementing Self Directed Problem Based Learning In A Multidisciplinary Environmental Engineering Capstone Class Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15030

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