Problem-Based Learning in Structural Engineering Education

Kerry Quinn · Leonard D. Albano

50 citations0/0 files storedJournal of Professional Issues in Engineering Education and Practice

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Problem and Project Based Learning Engineering Education and Curriculum Development Engineering Education and Pedagogy

Abstract

Structural engineering education has been based historically on specialization within the framework of a four-year undergraduate degree in civil engineering. Many practitioners, however, are concerned that modern civil engineering curricula are not meeting the needs of the structural engineering profession. The purpose of this paper is to contribute to the conversation about undergraduate education and the increased technical skills requested by the structural engineering profession. Problem-based learning is presented as a strategy for expanding the civil engineering curriculum to include concentrated study and a problem-solving experience, as well as engaging students in the process of learning how to learn. The paper reports on our experience in incorporating problem-based learning within a senior-year project. The conclusions discuss the challenges of extending this learning format to additional students.

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2004Does Active Learning Work? A Review of the Research 1995Problem Based Learning: An instructional model and its constructivist framework 2006The world is flat: a brief history of the twenty-first century 1999Problems as possibilities: problem-based learning for K-12 education 2003Implementing Sustainable Development through Problem-Based Learning: Pedagogy and Practice 1999Problem-Based, Cooperative Learning in the Engineering Classroom 2006Developing Knowledge Landscapes through Project-Based Learning 2002Problems as Possibilities: Problem-Based Learning for K-16 Education. 2nd Edition.

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2014Application of Problem-Based Learning to Teaching the Critical Path Method 2019An investigation of verbal episodes that relate to individual and team performance in engineering student teams

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