Developing Knowledge Landscapes through Project-Based Learning

Paul S. Chinowsky · Hyman M. Brown · Alberto Szajnman · Allison Realph

114 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

The traditional civil engineering-based approach to construction engineering and management education focuses significant attention on core subjects such as scheduling, estimating, and contracts. This paper introduces an alternative approach to this education based on the concepts of project-based learning. Through the introduction of courses developed by the writers, the paper provides a foundation for changing current education approaches from a lecture-based format to a project-based format. In this format, students are challenged with open-ended problems requiring greater application of multiple engineering concepts as well as requiring interaction with outside experts from within the construction industry and related professions. An outline for a project-based learning course is presented with experiences and lessons learned from four implementations of the course. Student responses are presented to indicate the potential benefits of such an approach. This finding is further supported by the introduction of the Knowledge Landscape concept for construction education that emphasizes greater use of context, scope, and multiple intelligences in construction engineering education.

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References

1996Successful Intelligence: How Practical and Creative Intelligence Determine Success in Life 1996Bringing problem-based learning to higher education : theory and practice 2000Problem-Based Learning Applied to Medical Education 1996Connecting problem‐based practices with educational theory 2003Implementing Sustainable Development through Problem-Based Learning: Pedagogy and Practice 1999Problem-Based, Cooperative Learning in the Engineering Classroom

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