Project-Based Learning in Engineering Cornerstone and Core Courses
Dr. Stephanie Farrell
Associate Professor of Chemical Engineering, Rowan University

ABSTRACT

Project-based learning is a learner-centered, constructivist approach to teaching which offers several advantages over traditional classroom methods. Problem-based learning (PBL) has been shown to result in better content knowledge, problem solving ability, metacognitive skills and attitude toward learning. In addition, PBL results in enhanced communication and teamwork skills, understanding of professional practice,

and ability to apply learning to solve problems. PBL is currently the most popular pedagogy for teaching design and has also been widely used for first-year cornerstone courses. Descriptions of PBL in Chemical Engineering core courses are relatively scarce in the literature. Practically speaking, making the transition to PBL from more traditional classroom approaches is daunting and unlikely to be accomplished in a single step. Two models for project-based learning will be described based on the author’s personal experience teaching Freshman Engineering Clinic and Chemical Reaction Engineering. The Freshman Engineering model involves a guided approach and is appropriate for multidisciplinary cornerstone design because it gives students exposure to a wide variety of engineering topics. A large semester-long design project is integrated into the Chemical Reaction Engineering course, and its specific role in the course evolved over several years, moving towards the PBL approach in a stepwise manner. This stepwise implementation can be mirrored with other projects in other courses.

BIOGRAPHY

Dr. Stephanie Farrell is an Associate Professor of Chemical Engineering at Rowan University (USA). She obtained her PhD in Chemical Engineering from New Jersey Institute of Technology in 1996 and her MS in Chemical Engineering from Stevens in 1992. Prior to joining the faculty at Rowan in 1998, she was an Assistant Professor of Chemical Engineering and Adjunct Professor of Biomedical Engineering at Louisiana Tech University until 1998. Dr. Farrell has made significant contributions to engineering education through her work in experiential learning. She has been honored by the American Society of Engineering Education with several teaching awards such as the 2004 National Outstanding Teaching Medal and the 2005 Quinn Award for experiential learning. She has conducted workshops on a variety of topics including learner-centered teaching, inductive teaching strategies and the use of experiments and demonstrations to enhance learning. Dr. Farrell was selected as the 2010 National Effective Teaching Institute Fellow and co-presented this 2.5 day workshop at the 2010 Annual ASEE Conference.