Barclay, N. (2020, June), Problem-based Learning: Perceptions and Impact on Student Learning in a Sustainable Infrastructure Course  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35086

\bibitem{asee_peer_35086}
  Barclay, N. (2020, June), \emph{Problem-based Learning: Perceptions and Impact on Student Learning in a Sustainable Infrastructure Course}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35086

Nicole Barclay.  "Problem-based Learning: Perceptions and Impact on Student Learning in a Sustainable Infrastructure Course".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35086 Internet.  25 Apr, 2024

\bibitem{asee_peer_35086}
  Nicole Barclay.
  "Problem-based Learning: Perceptions and Impact on Student Learning in a Sustainable Infrastructure Course".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35086 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_35086
author = "Nicole Barclay"
title = "Problem-based Learning: Perceptions and Impact on Student Learning in a Sustainable Infrastructure Course"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35086}
number = {10.18260/1-2--35086}
}

TY  - CPAPER
AB  - The purpose of this study is to investigate the impact of problem-based learning on students’ critical thinking and communication skills within the context of a Sustainable Infrastructure course. The course is a liberal studies class offered by an instructor from the College of Engineering. Students enrolled in the course are from a range of engineering and non-engineering majors across the university. The mix of majors is suitable for the interdisciplinary teamwork often found in real-world problem solving, thus giving students experience in critical thinking and communication with technical and non-technical peers. Students worked in teams of three and four to solve ill-defined problems presented by the instructor. Topics covered Construction Waste, Energy Efficiency in Buildings, Recycling Education, Public Transportation, and Campus Transit. Deliverables, including a technical report, an oral presentation, and an analytical reflection, were used as data for this project. Students were surveyed to assess their perceptions of problem-based learning. There were seventy-two participants over three semesters. One preliminary result from both the survey and qualitative data is that students felt confident about working with others from different disciplines. Students mostly commented positively about their communication as a multidisciplinary team in their reflections. Also, the question “I can work well with others from different disciplines” received the highest number of “strongly agree” responses. Concerning students’ assessment data, the results show that students’ actual performance and their perceptions about problem-based learning were somewhat aligned. However, their overall perceptions were more positive than actual performance. In terms of knowledge gained, students reported that they were more aware of infrastructure problems and were more confident in their approach to contributing to solutions to ill-defined problems. 
AU  - Nicole Barclay
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Problem-based Learning: Perceptions and Impact on Student Learning in a Sustainable Infrastructure Course
UR  - https://peer.asee.org/35086
DO  - 10.18260/1-2--35086
ER  -