1. Problem-Based Learning What is it? Why is it important? How do you do it? Karl Smith University of Minnesota Civil Engineering

2. 2 Problem Based Learning Problem-Based Learning (PBL) is a student centered teaching technique that emphasizes meaningful learning through the solution of open-ended problems. Problem-Based Learning (PBL) is a student centered teaching technique that emphasizes meaningful learning through the solution of open-ended problems. Problems/scenarios are used to uncover learning objectives & are presented at the beginning of a teaching module. Problems/scenarios are used to uncover learning objectives & are presented at the beginning of a teaching module.

3. 3 Problem-Based Learning Problem posed Identify what we need to know Learn it Apply it START Subject-Based Learning Told what we need to know Learn it Given problem to illustrate how to use it START Normative Professional Curriculum: 1.Teach the relevant basic science, 2.Teach the relevant applied science, and 3.Allow for a practicum to connect the science to actual practice.

4. 4 Top Three Main Engineering Work Activities (Burton, Parker & LeBold, 1998) Engineering Total Design – 36% Design – 36% Computer applications – 31% Computer applications – 31% Management – 29% Management – 29%Civil/Architectural 1. Management – 45% 2. Design – 39% 3. Computer applications – 20% Burton, L., Parker, L, & LeBold, W. 1998. U.S. engineering career trends. ASEE Prism, 7(9), 18-21.

5. Design team failure is usually due to failed team dynamics (Leifer, Koseff & Lenshow, 1995). It’s the soft stuff that’s hard, the hard stuff is easy (Doug Wilde, quoted in Leifer, 1997)

6. 6 What Employers Want Learning to Learn Listening and Oral Communication Competence in Reading, Writing, and Computation Adaptability: Creative Thinking and Problem Solving Personal Management: Self-Esteem, Goal Setting/Motivation, and Personal/Career Development Group Effectiveness: Interpersonal Skills, Negotiation, and Teamwork Organizational Effectiveness and Leadership Workplace basics: The skills employers want. 1988. American Society for Training and Development and U.S. Department of Labor.

7. 7 [1] [1] ASEE Prism, December 1996, p. 11. Employer = s Checklist C Boeing Company [1] [1] U A good grasp of these engineering fundamentals: Mathematics (including statistics) Physical and life sciences Information technology U A good understanding of the design and manufacturing process (i.e., an understanding of engineering) U A basic understanding of the context in which engineering is practiced, including: Economics and business practice History The environment Customer and societal needs U A multidisciplinary systems perspective U Good communication skills Written Verbal Graphic Listening U High ethical standards U An ability to think critically and creatively as well as independently and cooperatively U Flexibility--an ability and the self-confidence to adapt to rapid/major change U Curiosity and a lifelong desire to learn U A profound understanding of the importance of teamwork [1] [1] ASEE Prism, December 1996, p. 11.

8. 8 Desired Attributes of a Global Engineer [1] [1] A good grasp of these engineering science fundamentals, including: Mechanics and dynamics Mathematics (including statistics) Physical and life sciences Information science/technology A good understanding of the design and manufacturing process (i.e., understands engineering and industrial perspective) A multidisciplinary, systems perspective, along with a product focus A basic understanding of the context in which engineering is practiced, including: Customer and societal needs and concerns Economics and finance The environment and its protection The history of technology and society An awareness of the boundaries of one’s knowledge, along with an appreciation for other areas of knowledge and their interrelatedness with one’s own expertise An awareness of and strong appreciation for other cultures and their diversity, their distinctiveness, and their inherent value A strong commitment to team work, including extensive experience with and understanding of team dynamics Good communication skills, including written, verbal, graphic, and listening High ethical standards (honesty, sense of personal and social responsibility, fairness, etc) An ability to think both critically and creatively, in both independent and cooperative modes Flexibility: the ability and willingness to adapt to rapid and/or major change Curiosity and the accompanying drive to learn continuously throughout one’s career An ability to impart knowledge to others [1] [1] A Manifesto for Global Engineering Education, Summary Report of the Engineering Futures Conference, January 22-23, 1997. The Boeing Company & Rensselaer Polytechnic Institute.

9. 9 Accreditation Board for Engineering and Technology (ABET) To maintain ABET accreditation, Engineering Departments must demonstrate that all of their graduates have the following eleven general skills and abilities: a.an ability to apply knowledge of mathematics, science, and engineering b.an ability to design and conduct experiments, as well as to analyze and interpret data c.an ability to design a system, component, or process to meet desired needs d.an ability to function on multi-disciplinary teams e.an ability to identify, formulate, and solve engineering problems f.an understanding of professional and ethical responsibility g.an ability to communicate effectively h.the broad education necessary to understand the impact of engineering solutions in a global and societal context i.a recognition of the need for, and an ability to engage in life- long learning j.a knowledge of contemporary issues k.an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

10. 10 Tools for PBL and CL Key Elements of PBL Key Elements of PBL Problem selection/design Problem selection/design Learning cycle Learning cycle Key Elements of Cooperative Learning Key Elements of Cooperative Learning 5 Elements 5 Elements PBL Groups PBL Groups Group Formation Group Formation Group Norms/Guidelines Group Norms/Guidelines Group Contract Form & Group Charters Group Contract Form & Group Charters Resources and References Resources and References

11. 11 Successful Teams / Groups Instructor gives advanced thought to team formation, activities & assessment. Key Interpersonal Skills & Performance of Group/Team Members Active Listening & Clarifying Active Listening & Clarifying Supporting & Building Supporting & Building Differing & Confronting Differing & Confronting

12. Problem Based Cooperative Learning Format TASK: Solve the problem(s) or Complete the project. INDIVIDUAL: Estimate answer. Note strategy. COOPERATIVE: One set of answers from the group, strive for agreement, make sure everyone is able to explain the strategies used to solve each problem. EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain the strategies used to solve each problem. EVALUATION: Best answer within available resources or constraints. INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain (a) the answer and (b) how to solve each problem. EXPECTED BEHAVIORS: Active participating, checking, encouraging, and elaborating by all members. INTERGROUP COOPERATION: Whenever it is helpful, check procedures, answers, and strategies with another group.

13. 13 Problem-Based Learning (PBL) -- Small Group Self-Directed Problem Based Learning -- Problem-based learning is the learning that results from the process of working toward the understanding or resolution of a problem. The problem is encountered first in the learning process. (Barrows and Tamblyn, 1980) Core Features of PBL   Learning is student-centered   Learning occurs in small student groups   Teachers are facilitators or guides   Problems are the organizing focus and stimulus for learning   Problems are the vehicle for the development of clinical problem- solving skills   New information is acquired through self-directed learning

14. Cooperative Learning Research Support Johnson, D.W., Johnson, R.T., & Smith, K.A. 1998. Cooperative learning returns to college: What evidence is there that it works? Change, 30 (4), 26-35. Over 300 Experimental Studies First study conducted in 1924 High Generalizability Multiple Outcomes Outcomes 1. Achievement and retention 2. Critical thinking and higher-level reasoning 3. Differentiated views of others 4. Accurate understanding of others' perspectives 5. Liking for classmates and teacher 6.Liking for subject areas 7. Teamwork skills

15. Small-Group Learning: Meta-analysis Springer, L., Stanne, M. E., & Donovan, S. 1999. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta- analysis. Review of Educational Research, 69(1), 21-52. Small-group (predominantly cooperative) learning in postsecondary science, mathematics, engineering, and technology (SMET). 383 reports from 1980 or later, 39 of which met the rigorous inclusion criteria for meta-analysis. The main effect of small-group learning on achievement, persistence, and attitudes among undergraduates in SMET was significant and positive. Mean effect sizes for achievement, persistence, and attitudes were 0.51, 0.46, and 0.55, respectively.

16. Strategies for Energizing Large Classes: From Small Groups to Learning Communities: Jean MacGregor, James Cooper, Karl Smith, Pamela Robinson New Directions for Teaching and Learning, No. 81, 2000. Jossey- Bass