Project-Based Learning of Environmental Engineering: A Case Study

Karim, Muchtar Abdul

doi:10.18260/p.24607

Cited by 7 publications

(9 citation statements)

References 17 publications

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“…Limited such efforts considered the challenges of architectural courses regarding online learning, whereas most architectural courses depend on interactive teaching techniques, such as studios and face-to-face learning (Bender and Vredevoogd, 2006;Taneri and Dogan, 2021). Also, most of these studies studied the effect of applying a single teaching method, such as FC (Chang and Hwang, 2018;Munir et al, 2018;Santiago et al, 2021), or PBL (Karim, 2015). Limited studies tried to combine more than one teaching method and investigate its pros and cons.…”

Section: Literature Reviewmentioning

confidence: 99%

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Post-pandemic adopted learning approach to promote architectural education: statistical approach

El-Mowafy

Hassan

2023

HESWBL

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PurposeOnline learning has many limitations in studio-based courses, such as architectural design courses, considering the challenges during post-pandemic. Therefore, this study aims to propose a post-pandemic adopted learning approach, which integrates flipped classrooms (FC) with project-based learning (PBL). In addition, this study evaluates the perceptions of students based on and the effects of the proposed learning approach in architectural design.Design/methodology/approachThis study provides a mixed methodology based on a literature review on the topic to bridge the gaps in previous studies regarding the FC and PBL. In addition, a case study survey including semi-structured interviews, observations questionnaire recruited undergraduate students to generate both qualitative and quantitative data to investigate the perceptions of students based on post-pandemic adopted learning approach.FindingsThis study has highlighted the significance of post-pandemic adopted hybrid learning method, especially in architectural education, whereas the research finds that FC is an appropriate solution to improve design courses with online technologies.Practical implicationsThe proposed approach provides specialists to develop and integrate proposals and strategies to enable a better online practice for students and instructors. The proposed approach can enhance the students' interpersonal skills, hence active online learning related architectural design projects.Originality/valueRecognizing the significance of e-learning in response to the post-pandemic scenario, this study developed and assessed new learning technique that combines online learning with traditional design studios via hybrid learning method.

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Section: Literature Reviewmentioning

confidence: 99%

“…, 2018; Santiago et al. , 2021), or PBL (Karim, 2015). Limited studies tried to combine more than one teaching method and investigate its pros and cons.…”

Section: Literature Reviewmentioning

confidence: 99%

Post-pandemic adopted learning approach to promote architectural education: statistical approach

El-Mowafy

Hassan

2023

HESWBL

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“…The active learning that was the practice, in this case, was the in-class multiple problems solving, covering the topic in a group of 2 or 3 after each topic of the course as a study conducted by the author [10] found that a group of 3 or 4 is optimum to perform better in a PBL course. So, the courses were set up for in-class problem-solving as a part of active learning instead of PBL.…”

Section: Study Methodologymentioning

confidence: 99%

Does the Active Learning Help Students Learn and Improve the Performance? A Case Study of Engineering and Management

Karim,

Adhikari

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Karim had his B.Sc. and M.Sc. in Civil Engineering from Bangladesh University of Engineering and Technology (BUET) in 1989 and 1992, respectively. He spent about six years as a full-time faculty at BUET. He came to USA in 1995 and finished his Ph.D. in Civil/Environmental Engineering from Cleveland State University, Ohio in 2000. He worked about three years for ALLTEL Information Services in Twinsburg, Ohio as an Applications Programmer. Then he worked about eight years (in two different times) for the Virginia Department of Environmental Quality (VDEQ) as a Senior Environmental Engineer (Solid Waste Permit Writer) and taught at Virginia Commonwealth University (VCU) as an Affiliate Professor before he went to Trine University in January 2008, as a full-time Assistant Professor of Civil & Environmental Engineering. He taught part-time at Indiana University-Purdue University Fort Wayne (IPFW) while employed at Trine University. During his time at Trine University he taught a course for VCU on-line using Wimba class room. He also taught at Stratford University, Richmond, Virginia campus as an adjunct faculty while working for VDEQ. Since Fall of 2011, he has been working for Southern Polytechnic State University (SPSU), Marietta, Georgia as a fulltime faculty in Civil and Construction Engineering. In 2015, SPSU merged with Kennesaw State University (KSU) and became one university. He has more 30 years of experience in teaching, research, consulting, and regulatory compliance and permitting in solid waste engineering, air pollution, etc. Currently he is a Professor of Civil Engineering at the Department of Civil and Environmental Engineering. He served as an Assistant Department Chair and as an Interim Department Chair for the Department of Civil and Construction Engineering for about 3 years altogether. He is a registered professional engineer for the State of the Commonwealth of Virginia and Georgia. He has more than 40 journal and proceeding publications and three professional reports in the area of soil and sediment remediation/decontamination, environmental management, wastewater treatment and energy generation from wastewater treatment, statistical hydrology, and engineering education. He is a fellow of American Society of Civil Engineers (F.ASCE), a member of American Society for Engineering Education (M.ASEE) and a Board Certified Environmental Engineer (BCEE) from American Academy of Environmental Engineers and Scientists (AAEES). He is also an ABET EAC Program Evaluation Volunteer (ABET EAC PEV) for Civil Engineering program (through ASCE) and for Environmental Engineering program (through AAEES). You can visit his website for further details.

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“…The in-class problem-solving that was the practice of multiple problem solving, covering the topic in a group of 2 or 3 after each topic of the course as a study conducted by the author [13] found that a group of 3 or 4 is optimum to perform better in a PBL course. So, the courses were set up for in-class problem-solving assigning problems similar to the class materials covered in a topic instead of PBL.…”

Section: Study Methodologymentioning

confidence: 99%

Does In-Class Problem-Solving Approach Help Students Learn and Improve their Performance? A Case Study

Karim

ASEE Southeast Section Conference Proceedings

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In-class problem-solving in the field of science and engineering is one of the active learning approaches to engaging students in activities in face-to-face class settings and online environments. Engineering and science students are trained to design and construct solutions to problems in the real world. This paper presents the perceptions and attitudes of students who participated in in-class problem-solving activities in an environmental engineering course for four semesters. One of the courses from the Civil and Environmental Engineering curriculum, Introduction to Environmental Engineering was used to verify whether in-class problem-solving activities help students learn and improve their overall course grades. Problem-solving in the class as a part of course delivery was conducted on each topic of the course. At the end of the semester, a survey with three Likert-scale questions for three perception scenarios was conducted, and the data was analyzed to determine the students' perceptions and attitudes about the activities in terms of their learning experience and performance. The final grades were also analyzed statistically and compared with previous similar semesters' final grades to predict the effect of in-class problemsolving activities. Negative to flat correlations were observed among the perception scenarios (tests reflected with materials covered as well as course content and course outline) and weighted average GPA, whereas a positive correlation was observed between in-class problem-solving and weighted average GPA. Although statistical differences were not significant, students' perceptions and attitudes were positive and indicated the effectiveness of in-class problem-solving activities in improving the overall performance.

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Project-Based Learning of Environmental Engineering: A Case Study

Cited by 7 publications

References 17 publications

Post-pandemic adopted learning approach to promote architectural education: statistical approach

Post-pandemic adopted learning approach to promote architectural education: statistical approach

Does the Active Learning Help Students Learn and Improve the Performance? A Case Study of Engineering and Management

Does In-Class Problem-Solving Approach Help Students Learn and Improve their Performance? A Case Study

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