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Session 2793

Project Falcon Base: A Freshman Introduction to Engineering Using Problem Based Learning

A. George Havener, D. Neal Barlow

Department of Aeronautics United States Air Force Academy

Abstract This paper is a summary report on an experimental freshman-engineering course conducted at the United States Air Force Academy (USAFA) during the period August 1996 – May 1999. The purpose of the course, Engr 110Z, Project Falcon Base: An Introduction to Engineering, was to develop foundation skills in problem solving, independent learning, teamwork and communication, while concurrently introducing basic principles of engineering to a group of freshman cadets. Problem Based Learning (PBL) 1,2 was the pedagogy used to engage the cadets in a motivational project; design a plan to deploy a manned mission to Mars. Twelve specially designed workshops were used to provide instruction on problem solving skills needed by the cadets to complete the project. A variety of assessment processes were used to evalua te the effectiveness of the course. Among the findings, the final data show that without follow-on PBL experiences in the remaining academic program, the problem solving skills initiated in the freshman course are of little value to the students. Additional data to include comparisons in academic performance between the cadets that took Engr 110Z and those who did not are also reported. The paper concludes by presenting 10 recommendations intended for other educators desiring to use PBL in engineering courses.

Introduction Based on the seven educational outcomes for cadets at the United States Air Force Academy (Table 1) 3, an experimental freshman engineering coursed was designed and conducted for three years. Taught to approximately 40 cadets per term, the experiment sought to determine how problem solving skills could be learned and practiced by freshmen along with learning introductory principles of Aerospace, Civil, Electrical, and Mechanical Engineering. Of the seven educational outcomes in Table 1, problem solving, teamwork and developing good communication skills were priorities.

Table 1. USAFA Educational Outcomes

1. Officers who can frame and resolve ill-defined problems. 2. Officers who are intellectually curious. 3. Officers who can communicate effectively. 4. Officers who possess a breadth of integrated fundamental knowledge in the basic sciences and engineering, and in the social, political and military sciences. 5. Officers who can work effectively with others. 6. Officers who are independent learners. 7. Officers who can apply their knowledge and skills to the military profession.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition 1 Copyright ©2002, American Society for Engineering Education

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Havener, G. (2002, June), Project Falcon Base Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10312