Impact of Project-Based Assignments on Students’ Learning Experience in Inclusive Courses

Mousumi Roy,; Sarira Motaref,; Manish Roy

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Committee on Educational Policy Presents: Pillars of Our Classrooms
Tagged Division: Civil Engineering Division (CIVIL)
Tagged Topic: Diversity
Page Count: 15
DOI: 10.18260/1-2--43491
Permanent URL: https://strategy.asee.org/43491
Download Count: 141

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Paper Authors

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Mousumi Roy, P.E. University of Connecticut

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Dr. Mousumi Roy is an Associate Professor in Residence in Civil and Environmental Engineering Department at the University of Connecticut. Her research interest includes Engineering Education and Humanitarian Engineering. Professor Roy earned her Doctoral degree from Columbia University, NY and has a PE license in Civil Engineering. In the past, she has taught at Johns Hopkins University in Baltimore, MD and at Penn State University in Scranton, PA amongst others. Before joining academia, she worked for over 15 years in many reputed consulting firms such as Weidlinger Associates, BA&C, and WBCM in MA, NJ, and MD respectively. Her work experience included analysis, design, and construction supervision of buildings, bridges, and other structures.

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Sarira Motaref, P.E. University of Connecticut

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Sarira Motaref is an Associate Professor in residence in the Department of Civil and Environmental Engineering at the University of Connecticut. She is a licensed Professional Engineer in the State of Connecticut. She received her PhD in 2011 from the University of Nevada, Reno. She has been teaching junior and senior-level design courses, as well as several large-enrollment classes. Sarira is currently serving as Assistant Director of Faculty Development at the School of Engineering and Center for Excellence in Teaching and Learning (CETL) to enhance teaching and learning effectiveness of engineering courses. She is the winner of 2021 University Teaching Fellow award, 2019 Distinguished Engineering Educator Award, and recipient of 2016, 2017, and 2018 Klewin Excellence in teaching award.

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Manish Roy University of Connecticut orcid.org/0000-0002-8203-222X

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Manish Roy is an Assistant Professor in Residence in the department of Civil and Environmental Engineering at the University of Connecticut. He obtained his Bachelor of Engineering degree in Civil Engineering (Hons.) at Jadavpur University in India. He obtained his MS and Doctoral degree in Civil Engineering at the West Virginia University and the University of Connecticut, respectively. He worked for nine years in the industry as an engineer/manager in India and Bangladesh before starting his graduate study in the US. He started his faculty career in 2019 at the University of Connecticut. His research interests lie in the field of concrete technology with a focus on finite element modeling of ultra high performance concrete. He is also interested in educational research. He is presently working on inclusive teaching practices considering the experience and needs of neurodivergent learners. This project is a part of an NSF-funded IUSE/PFE:RED grant.

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Abstract

Project-based assignments help students enhance their learning experience and promote the application of engineering concepts to solve real-world problems. This paper discusses the implementation of three different project-based assignments in three different upper-level undergraduate civil engineering courses at a large public university. All these three courses, viz., Mechanics of Materials, Soil Mechanics, and Principles of Construction-I had large enrollments (n >75). These courses were offered as a part of the inclusive approach taken by the Civil and Environmental Engineering department. The students were allowed to make a choice regarding the mode of the final project deliverable – a written report, a PowerPoint presentation, or an oral video presentation. It enabled them to personalize their learning based on their unique strengths and challenges.

In Mechanics of Materials, the students were divided into two sections. The students in one section (the experimental group) completed the individual projects in which they had the choice to create a physical model or analyze an object from their areas of interest by using mechanics concepts. The students in the other section (the control group) were not assigned this project. A post-assessment test was administered in both sections. The purpose of this assessment was to investigate if the students in the experimental group benefitted from completing the project.

In Soil Mechanics, the term group project was used to assess the students' ability to apply the knowledge gained from the first seven of the eight course modules to solve a real-life problem. The CATME tool - developed and licensed by Purdue University, was used to form teams based on different criteria such as GPA, preferred schedule, software skills, writing skills, leadership preferences, commitment level, and big-picture/detail-oriented thought process. The project had three phases. In the last phase, the groups had the option to submit the final deliverable in the form of a written report or an oral video presentation.

In Principles of Construction-I, students were instructed to explore their creative strength in addition to their analytical skill in an optional strength-based group project. They were allowed to choose their group members and assignment submission method. The project provided students opportunities to apply all major components of their learning throughout the semester. Students were provided with supports from the instructor and the teaching assistants. Lastly, as part of the inclusive approach, they could choose an optional comprehensive final exam instead of the group project.

In each of these courses, the students were invited to participate in an anonymous survey to share their feedback. In this paper, the survey results will be discussed to demonstrate if these projects enhanced the students’ learning experience as well as their overall learning outcomes. Lessons learned by the instructors in implementing these inclusive projects will also be explained.

Citation
Format

Roy, , M., & Motaref,, S., & Roy, M. (2023, June), Impact of Project-Based Assignments on Students’ Learning Experience in Inclusive Courses Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43491

TY - CPAPER
AB - Project-based assignments help students enhance their learning experience and promote the application of engineering concepts to solve real-world problems. This paper discusses the implementation of three different project-based assignments in three different upper-level undergraduate civil engineering courses at a large public university. All these three courses, viz., Mechanics of Materials, Soil Mechanics, and Principles of Construction-I had large enrollments (n &amp;gt;75). These courses were offered as a part of the inclusive approach taken by the Civil and Environmental Engineering department. The students were allowed to make a choice regarding the mode of the final project deliverable – a written report, a PowerPoint presentation, or an oral video presentation. It enabled them to personalize their learning based on their unique strengths and challenges.

In Mechanics of Materials, the students were divided into two sections. The students in one section (the experimental group) completed the individual projects in which they had the choice to create a physical model or analyze an object from their areas of interest by using mechanics concepts. The students in the other section (the control group) were not assigned this project. A post-assessment test was administered in both sections. The purpose of this assessment was to investigate if the students in the experimental group benefitted from completing the project.

In Soil Mechanics, the term group project was used to assess the students&#39; ability to apply the knowledge gained from the first seven of the eight course modules to solve a real-life problem. The CATME tool - developed and licensed by Purdue University, was used to form teams based on different criteria such as GPA, preferred schedule, software skills, writing skills, leadership preferences, commitment level, and big-picture/detail-oriented thought process. The project had three phases. In the last phase, the groups had the option to submit the final deliverable in the form of a written report or an oral video presentation.

In Principles of Construction-I, students were instructed to explore their creative strength in addition to their analytical skill in an optional strength-based group project. They were allowed to choose their group members and assignment submission method. The project provided students opportunities to apply all major components of their learning throughout the semester. Students were provided with supports from the instructor and the teaching assistants. Lastly, as part of the inclusive approach, they could choose an optional comprehensive final exam instead of the group project.

In each of these courses, the students were invited to participate in an anonymous survey to share their feedback. In this paper, the survey results will be discussed to demonstrate if these projects enhanced the students’ learning experience as well as their overall learning outcomes. Lessons learned by the instructors in implementing these inclusive projects will also be explained.

AU - Mousumi Roy, P.E.
AU - Sarira Motaref, P.E.
AU - Manish Roy
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Impact of Project-Based Assignments on Students’ Learning Experience in Inclusive Courses
UR - https://strategy.asee.org/43491
DO - 10.18260/1-2--43491
ER -