Using Problem-Based Learning to Enable Application of Foundation Engineering Knowledge in a Real-World Problem

Abstract

This work describes an innovative approach to bridging the gap often found in undergraduate engineering courses of students' ability to apply existing content knowledge to real-world situations. The use of Problem Based Learning (PBL) was piloted in a senior-level Foundation Engineering course during the summer of 2018. During the module, groups were asked to solve a messy, real-world problem, collaborate, and simulate a real-world experience. This qualitative study revealed the need for prior knowledge in PBL and the benefits of having the professor model expected PBL behaviors. Students reported positive attitudes about experiencing an authentic problem in a safe environment prior to graduating and entering the workforce. Students were able to better collaborate, solve problems, and create a report. Results suggested ways to improve PBL experience in an engineering class and will be modified for implementation in the fall and future studies.