Investigating the Effectiveness of New Geotechnical Engineering Problem-Based Learning Modules for Student Comprehension and Attitude at Two Universities

摘要

Two new problem based learning modules have been developed for a required, junior level introduction to geotechnical engineering course. The modules introduce two common topics in introductory geotechnical engineering courses: phase diagrams and two-dimensional flow of water through soil. Both modules were deployed at Lawrence Technological University in Southfield, Michigan and one of the modules was deployed at Oregon Institute of Technology in Klamath Falls, Oregon. The goal of the problem based learning modules was to enhance the cognitive ability of the students and increase student interest and attitude towards geotechnical engineering. The objective of deployment at two institutions was to assess consistency of the observed effects and repeatability of the modules. Problem based learning has been implemented since the 1960s. The method was first introduced in medical education to enhance the problem solving abilities of students-. Despite some mixed results of the effectiveness of problem based learning, the method continues to be employed and is becoming common in civil engineering sub-disciplines such as environmental engineering and geotechnical engineering. These studies however, have been focused only on assessing the effectiveness with regard to cognitive ability and have not addressed student perception and attitude. The effectiveness of the two problem based learning modules was assessed using targeted exam questions at both universities. In addition to cognitive understanding of the topic, pre and post surveys were given to students in the course to assess their attitude towards geotechnical engineering. A modified Attitude on the Subject of Chemistry Inventory (ASCI) was given to the students at both universities. The modified, eight-objective survey assesses two separate subscales, intellectual accessibility and emotional satisfaction. The results of the attitude survey, as well as the instructors' observations regarding comprehension are presented.