1. Practical Relevance: Project-based learning for undergraduate student engagement Mark N. French, PhD, PE University of Louisville Keywords: Project-based, practical, relevance

2. Why? What problem are you solving? Connecting students to relevant issues by linking classic engineering solution methods to comprehensive projects requiring environmental data records and design codes from regulatory and government agencies What are your educational objectives? Provide self-directed discovery through engineering applications to current and practical issues – as a means of preparing undergraduates for professional licensure (FE, PE) and engineering professional practice Prepare undergraduate engineering students with critical thinking and practical problem solving skills Allow students to realize and experience limitations of engineering methods and consider innovations to address them Instill an enthusiasm for seeking knowledge fundamental to engineering practice

3. When? What is the developmental history of your innovation? Transition of a traditional course with this innovation began in 2008 Initial phase included replacing traditional textbook-type homework with more comprehensive project-type assignments Phase II includes transitioning exams into focused problem solving projects with shorter duration (24-hrs) due date and individualized components

4. Where? Have you tried this in other institutions? No Is this developed for a single class, a full course, or a curriculum? For the duration of an entire course – the course is now fully project-based learning

5. What? What learning activities and materials have you developed? – Classroom problem solving in group setting for student-to-student cross-training – Sparse use of power point with board notes for equations and application details – Engaging students – call on them by name – to provide board note content during lecture – Project activities linking book and lecture with relevant and practical study materials What is your theory of change Professor’s generation must adapt to remain relevant to the young adult’s generation learning style and expectation Change is an opportunity for innovation – opposition to change, satisfaction with the static, indicates absence of educational improvement What has worked really well? – Structured preparation, intellectual excitement, interpersonal rapport – Adequate instructor preparation creates freedom for classroom creativity to be realized – A prescribed rubric of expectations provided for every class assignment allows the student to develop insights and creativity beyond boundary lines

6. Prognosis? How are you documenting impact? Objective: student scores on FE exam Informal: course evaluation comments How do you plan to scale-up? Transition other upper-level courses to project-based format What challenges are you currently facing? Objective evaluation of value and effectiveness of this approach What advice would you like from others at FOEE? Tell me how: Project-based methods can be successful in basic engineering courses such as engineering mechanics: statics, dynamics To connect students and classroom learning to issues relevant to practice To provide any qualified applicant access to an engineering education To link typical faculty research focus with student practical education needs