Bart Johnson

The impacts of project based learning on self-directed learning and professional skill attainment: A comparison of project based learning to traditional engineering education

Based upon a successful implementation of an upper-division project based learning (PBL) curriculum, an integrated first/second year PBL experience was designed and implemented. The integrated courses were physics 1, statics, design, and professionalism. The curriculum has been delivered from 2012 to 2015. This work in progress paper describes the design process, the trajectory of the program as it continuously improved, data collection methods, and initial results. Two of the members of this research team were members of the team that adapted the Aalborg (Denmark) model of PBL to an upper division 100% PBL curriculum. The model evolved into an ABET accredited program that is based on the solution of complex industry problems for the last four semesters of a bachelors degree. The results were used as the basis for the design of this lower division PBL program. The lower division program evolved from 2012 to 2015. Upon conclusion of the lower division experience, survey instruments were administered to students. Tools specific to self-directed learning and professional development were employed. The instruments are the Motivated Strategies for Learning Questionnaire (MSLQ) and professional development and professional expectations instruments designed by the authors of this paper.

Professional competency attainment in a project based learning curriculum: A comparison of project based learning to traditional engineering education

An upper division undergraduate project-based learning (PBL) engineering program in the U.S. engineering educational system was started beginning January 2010. Students transfer into the program after completion of lower division coursework at community colleges and other universities. They do not take classes; instead learning activities are organized and indexed in industry projects where they are solving complex and ill-structured industry problems. Upon completion, students receive a B.S. in Engineering with an emphasis in mechanical, electrical, biomedicai, or process engineering. True to the ABET intent, graduates emerge with integrated technical/professional knowledge and competencies. The program has 50 graduates to date and has earned ABET-EAC accreditation. This, in progress, study looks specifically at the impact of this PBL curriculum on student attainment of the ABET-identified professional competencies. Trends of the initial study indicate a positive impact on student attainment of the professional competencies in comparison to students studying in a traditional curriculum.

100% PBL curriculum: Startup phase complete

In 2010, a new 100% PBL curriculum was started as the result of an economic development initiative and the dissatisfaction with the traditional engineering education model, The program was adapted from the Aalborg University model of PBL. The curriculum attributes include industry sponsored design projects, self-directed learning, emphasis on continuous development of professional skills. There are no lectures. Students acquire technical knowledge in the context of the project. This program is now in its 10th semester. It has achieved accreditation through ABET-EAC. Data has been collected on the satisfaction of both the graduates and their supervisors with regard to their abilities to perform across the spectrum of expectations in engineering practice. The paper will address the current structure of the curriculum, the trajectory it followed from startup to present, and evaluate the model using data collected on student development and attitudes. The authors will connect the curriculum design to learning theory and curriculum theory. They will address implementation and evolution with regards to change theory. A complete description of the continuous improvement model will be discussed.

The Itasca CC Engineering Learning Model

The engineering program at Itasca Community College in northern Minnesota has developed an innovative learning model that is focused on the formation of students into professional engineers through a continuum-based development process. Four key aspects of the Itasca CC Engineering Learning Model are: 1) strong K-12 relationships, 2) a two-year “across the curriculum” engineering development course sequence, 3) an active student and faculty learning community, and 4) flexible academic pathways for different student development and learning opportunities. The model continually reinforces students in developing the identity and commitment of a professional engineer through a) building and maintaining student aspiration for becoming an engineer, b) student development as a professional, c) student professional practicing of engineering, and d) learning to work and function in an organization. The models success is demonstrated with a diverse body of learners starting in a community college pre-engineering program and completing their engineering bachelors degree in an average of 8.8 semesters with graduation rates of 49% for all students who start the program and 67% for students who start with or achieve a “calculus 1” math ability during their college education.

Iron Range Engineering Model

The Iron Range Engineering (IRE) model of PBL, an adaptation of the Aalborg model (Kolmos, Fink, & Krogh, 2004), began delivery in January of 2010. IRE is located in rural northeastern Minnesota in the United States. The PBL curriculum was designed and implemented as an upper-division program delivering the final two years of a four-year engineering bachelor’s degree.

Development of professional competency through professional identity formation in a PBL curriculum

This research paper describes a study of the student professional competency development as experienced by students in an upper-division project-based learning (PBL) curriculum that emphasis the development of the student professional identity. The specific professional competencies of focus for this study, based on the ABET student outcomes in Criteria 3, are: 1) an ability to function on multi-disciplinary teams (3.d); 2) an understanding of professional and ethical responsibility (3.f); and 3) an ability to communicate effectively (3.g). The motivation and background for this research is to build on existing efforts and research in bridging the professional competency gap between the ability of current graduates and the current and future needs of the engineering profession. This research work focuses on the experiences of students at a two-year, upper division, PBL engineering program. During the design of the PBL program, an approach for professional identity development was created and implemented. It builds on previous work from what is currently understood about how students develop professional competencies in engineering education and the role that professional identity formation has in developing the professional competencies. The approach and its curricular elements will be presented as part of the research paper. The student development was evaluated through two quantitative instruments developed for this research. One instrument focused on professional competency practice as an individual, and the other focused on professional competency practice in a team setting. Results of this study show an increase in professional competency performance for students completing the PBL program. The non-PBL group showed no overall growth in performance. Neither group showed growth in importance from before to after completing their upper-division experience. The quantitative study results will be presented and discussed as part one of a two part mixed methods study.

Work in progress — Implementation of a project-based learning curriculum

A new project-based learning (PBL) curriculum has begun in northeastern Minnesota as a collaboration between a community college, Itasca Community College, and a state university, Minnesota State University, Mankato. The Iron Range Engineering (IRE) model is a unique, undergraduate problem-based learning engineering program. Students at IRE, who are mostly graduates of Minnesotas community colleges, are upper-division engineering students, enrolled at Minnesota State University, Mankato. IRE students do not take classes. Rather than studying about engineering in the context of 15-week engineering courses, IRE students work in mining, milling, and manufacturing industries solving complex and ill-structured industry problems. All of their learning activities are organized and indexed by those industry projects. At the completion of their two-year program, they receive a B.S. in Engineering with emphases in mechanical engineering and/or electrical engineering. True to the intent of ABET and the attributes of the “The Engineer of 2020”, graduates emerge from the IRE program with integrated technical/professional knowledge and competencies.