Today’s education system generally adheres to a deductive style where instructors present the fundamentals that lead to application. In addition, the majority of engineering students are visual, sensing, and active learners, whereas traditional delivery of course material in engineering academia is auditory, passive, and sequential. The objective of this study was to evaluate the problem-based learning approach in introducing sustainability and concrete mixture design in an effort to increase student learning. The goal of any instructor is to engage students and find more effective methods of teaching course topics. This study addresses these objectives and provides faculty teaching similar courses at other institutions the necessary information needed to implement this program. Sustainability is a major topic that is being addressed by cities, states, and national governments around the world. This Green Projects-to-Pavements program introduces the topic of sustainability while enhancing materials learning through a project-based learning approach. This program was implemented in a junior level civil engineering course, Introduction to Structural Materials, at the University of Colorado Denver. Students were provided a project goal (design, test, and place a sustainable concrete pavement) and given access to resources that aided in their design of a sustainable concrete mixture. The instructor acted as a facilitator and advisor to the students instead of using a deductive approach, such as lecturing on the topic. Students were active in performing their own research rather than being passive listeners in course lectures. In addition, the students mixed and tested concrete themselves, which provided for a more “hands on” role in the learning process. The performance of each student was assessed over a semester of observations via (1) weekly project group meetings, (2) oral presentations by each group, (3) a technical report, (4) end of semester feedback by the students, and (5) final exam questions. The results of this study indicate that this program was beneficial for introducing students to sustainability in regards to civil engineering materials. Student feedback was very positive regarding this project and scores on project related questions on the final exam demonstrated that students developed a clear understanding of how materials could be used to achieve a sustainable concrete mixture. Introduction Beginning at birth, most individuals learn in an inductive manner (i.e. learning from discovery or observation). Conversely, most teaching is delivered in a deductive style in which instructors present the fundamentals that lead to application. In addition, the majority of engineering students are visual, sensing, and active learners, whereas traditional delivery in engineering academia is auditory, passive, and sequential (Fedler, 1988). This incompatibility in learning styles and delivery methods may result in some students’ lack of interest in the subject matter, decreased performance in other course work, and potentially a drop in student retention. Students will be introduced to the topic of sustainability through the selection of concrete materials and will select materials based on their life-cycle impact and influence on concrete performance. The primary objective of this study was to evaluate student performance by means of problem-based learning. This was achieved by introducing sustainability concepts using P ge 25503.2 concrete mixture design in an effort to increase student learning.
The goal of any instructor is to engage students and find more effective methods of presenting course topics. This study addresses these objectives and will provide faculty teaching similar courses at other institutions the necessary information needed to implement this program. Sustainability is a major topic that is being addressed by cities, states, and national governments across the global. It is important for students to be introduced to sustainability as they will be the individuals forced to consider issues such as virgin materials depletion, greenhouse gas emissions, and the heat island effect. Such concerns are of critical importance to the future design and construction of civil engineering infrastructure. This Green Projects-to-Pavements program introduced the topic of sustainability while enhancing materials learning through a project-based learning approach. This student design project was included as a supplement in the junior level civil engineering course, Introduction to Structural Materials. The students were presented a project goal of designing, batching, and testing an economical and sustainable concrete pavement mixture. The students were given access to resources that aided in their sustainable concrete mixture design. The instructor and teaching assistant acted as a facilitator and advisor to the students (in contrast to using a deductive approach and lecturing on the topic). This program introduces a learning style that is more compatible for the typical engineering student that is inductive, active and sensory (visual and kinesthetic styles). Each learning style in terms of their relationship to the proposed study is discussed in the following: § Inductive Learning: § Students will be provided a problem in which they must, on their own, develop a solution. The students must perform their own research and learning of the subject rather than a lecture style presentation by the instructor (traditional auditory and sequential teaching style). In addition, students will experiment through trial and error with mixture designs and testing to determine what “works” and “doesn’t work.” § Active Learning: § Students will be active in performing their own research rather than being passive listeners in course lectures. In addition, the students will be mixing and testing concrete themselves, which provides for a more “hands on” role in the learning process. § Sensory Learning: § Students will experience both visual and kinesthetic learning through seeing the concrete mixed and tested as well as physically placing the concrete during the application phase of the study. The performance of the students using this teaching style were assessed using weekly project group meetings, oral presentations by each group, a technical report, end of semester feedback by the students, and final exam questions. Background Problem based learning is not new to civil engineering education (Mills and Treagust, 2003; Reeves and Laffey, 1999; Jonassen and Strobel, 2006; Hadgraft, 1993 ). In 1993, Hadgraft examined the use of problem-based learning in civil engineering education. Hadgraft saw students being taught with problem-based learning as having not only the technical skills, but the P ge 25503.3 communication, teamwork, leadership, innovation and initiative. Jonassen and Strobel (2006) commented how practicing engineers are employed and rewarded for solving problems and wonder why we do not teach students in the same fashion. One such way of exposing students to problem solving and problem solving skills was through problem-based learning. Problem-based learning programs use integrated and interdisciplinary problems that involve a high degree of collaboration. Hasna (2008) discussed how using problem-based learning in engineering design courses allowed students to be more independent learners. Hasna further explains that problembased learning helps with students learning the “soft skills needed to enter the engineering workplace.” Few studies have examined the incorporation of problem-based or project-based learning when introducing sustainability as the course topic (Steinemann, 2003; Chau, 2007). Chau (2007) examined the integration of sustainability into the civil engineering program in Hong Kong. He utilized a team based design project with a problem-based learning approach to introduce sustainability concepts into the program. Chau used the problem-based learning design project as a way for students to experience “real-life” problem solving, project management, interpersonal skills, teamwork, and the ability to integrate education and leadership skills. An example of a design project that was used was the design of a footbridge. Students were required to consider the use of recycled materials as construction materials for the project, examine the ecological impact of their design, ensure that their design would blend in with the surrounding environment, provide a feasible engineering solution to minimize waste during construction, and examine daylighting and energy consumption concepts. The results of this integration (through student and employer questionnaires) suggested that multidisciplinary skills were developed by the students in the program. Another finding from the employer surveys suggested that students from the problem based learning program were found to be more innovative when compared to students at other universities. Steinemann (2003) developed a course that linked pedagogy and practice. The course used problem based learning with emphasis on students identifying and solving sustainability problems on a university campus. The primary objective of the course was to explore the principles and practice of sustainable development. Project topics ranged from energy efficiency, water conservation, and stormwater management to sustainable landscaping, recycling and composting and transportation. The study found that the problem based learning style was a very effective method of learning about sustainability. One student commented: “as a sustainability curriculum is established, faculty should encourage creative thought and the analysis of local conditions.” Another student commented that “the most valuable learning tool in this process for me was that I could apply techniques learned in school to a concrete project.” Steinemann found that the problem based learning provided a motivating environ
