Implementing Project Oriented Problem-Based Learning (POPBL) in a Civil Engineering Design Course

1. Implementing Project Oriented Problem-Based Learning (POPBL) in a Civil Engineering Design Course Azlan Abdul Aziz (Advisor & Former Director , Engineering Accreditation Dept., Board of Engineers Malaysia) Department of Civil Engineering, Universiti Putra Malaysia (UPM) 43400 UPM Serdang, Selangor, Malaysia 2-Day Workshop on Outcome Based Education (OBE) System , Pakistan 2018

2. In the next 30 min or so…. • Introduction • Programme Objectives and Outcomes for B. Eng. (Civil) at UPM • Project Oriented Problem-based Learning (POPBL) in Civil Eng. • Case Study: Implementing ECV3902 • Assessment and Evaluation • Aalborg U vs Danish Tech U

3. Global Education,Training & Qualifications Scenario • Outcome-based accreditation systems instead of credit-based and prescriptive • Competency-based training system instead of time-driven for engineers • Convergence of graduate outcomes and competencies of engineers more apparent • Stronger emphasis on flexible & e-learning, k-based economy

4. Professional Engineer (P. Eng.), Board of Engineers Malaysia (BEM) • After graduation with B. Eng., 3 years of practical experience including design & supervision (preferably with a mentor) & Professional Development Programme (PDP). • Pass IEM Professional Interview (PI); MIEM • Register with BEM; P. Eng & and annually maintained via Continuing Professional Development (CPD)

5. GRADUATE REGISTRATION ACADEMIC REQUIREMENTS PROFESSIONAL REGISTRATION TRAINING Graduate Engineer ROUTE TO PROFESSIONAL ENGINEER Min 3 years experience training record course attendance Professional Development Programme (PDP) Accredited Engineering Degree -normal route IEM/BEM PART 1,2,3 Professional Interview Unrecognised Engineering Degree Recognised Master in Engineering Professional Engineer Continuing Professional Development (CPD)

6. Accreditation & Mutual Recognition • Mutual Recognition Arrangements (MRA) for Professional Services at 7th Summit of ASEAN Leaders – free flow of professional services by 2020. • Washington Accord – quality assurance for accreditation process of educational institution for education of engineers. • Sydney Accord for engineering technologists. • Dublin Accord for technicians.

7. Introduction • Programme Objectives and Outcomes for B. Eng. (Civil) at UPM • Project Oriented Problem-based Learning (POPBL) in Civil Eng. • Case Study: Implementing ECV3902 • Assessment and Evaluation • Aalborg U vs Danish Tech U

8. UPM B. Eng. (Civil) PROGRAMME EDUCATIONAL OBJECTIVES (PEO) • Programme objectives are as follows: • To prepare graduates with sufficient knowledge in the field of civil engineering together with appropriate skills and attitude to work in the industry. • To produce graduates who are creative and innovative, as well as, sensitive and responsible towards the society, culture and environment • To produce graduates who are capable to work in advanced design and development at the national and international level

9. UPM BE(Civil) 14 Programme Outcomes (PO) • I . KNOWLEDGE - (Cognitive Skills) • 1) Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems. • 2) Identify, formulate, research literature and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences • 3) Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations

10. UPM BE(Civil) 14 Programme Outcomes (PO) (Cont ) • I . KNOWLEDGE - (Cognitive Skills) • 4) Investigate complex problems using research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions. • 5) Understand the impact of professional engineering solutions in societal and environmental context and demonstrate knowledge of and need for sustainable development. • 6) Demonstrate knowledge and understanding of engineering and management principles and apply these to one’s own work, to manage projects and in multidisciplinary environments. • 7) Identify basics and opportunities in entrepreneurship related to engineering.

11. UPM BE(Civil) 15 Graduate Attributes/Outcomes (Cont) • II. ATTITUDES & BEHAVIOURS (Affective & Social Skills) • 8) Apply reasoning informed by contextual knowledge to access societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice • 9) Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice • 10) Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective report and design documentation, make effective presentations, and give and receive clear instructions • 11) Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary setting • 12) Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change

12. UPM BE(Civil) 15 Graduate Attributes/Outcomes (Cont) • III. SKILLS (Psychomotor Skills) • 13) Design and conduct experiment • 14) Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modeling, to complex engineering activities, with an understanding of the limitations.

13. Introduction • Programme Objectives and Outcomes for B. Eng. (Civil) at UPM • Project Oriented Problem-based Learning (POPBL) in Civil Eng. • Case Study: Implementing ECV3902 • Assessment and Evaluation • Aalborg U vs Danish Tech U

14. INDUCTIVE, DEDUCTIVE, AND PROBLEM BASED LEARNING • Deductive Learning – start with principles, deduce & derive rules & specifics (consequences, applications). Traditional in science and eng. education. Effective, efficient at promoting short-term retention of information • Inductive Learning – start with specifics, infer rules and principles. Various forms: inquiry based learning, problem-based learning, project-based learning, discovery learning, etc. Effective at promoting conceptual understanding, long term retention, transfer

15. INDUCTIVE, DEDUCTIVE AND PROBLEM BASED LEARNING Induction General principle (explains everything) Higher order rules Rules (laws, theories) that explain specifics Deduction Specifics – facts, data, observations

16. PROBLEM ORIENTED, TEAM-BASED PROJECT WORK AS A LEARNING/TEACHING DEVICE Category • Problem-oriented project-organized education deals with the solution of theoretical problems through the use of any relevant knowledge, whatever discipline the knowledge derives from. We are dealing withKNOW WHY (Research Problems). • In design-oriented project work, the students deal with KNOW HOW problems that can be solved by theories and knowledge they have acquired in their previous lectures. (Design Problems).

17. Introduction • Programme Objectives and Outcomes for B. Eng. (Civil) at UPM • Project Oriented Problem-based Learning (POPBL) in Civil Eng. • Case Study: Implementing ECV3902 • Assessment and Evaluation • Aalborg U vs Danish Tech U

18. PROJECT ORIENTED PROBLEM-BASED LEARNINGECV3902 Civil Engineering Design (1+3 cr)(Capstone Design Course) Structure • Form Teams; 4/5 members. • Project Topic; Select & negotiate. • Project Brief; Prepare, present & moderate • Project Presentation; every member to speak • Final Project Report • Portfolio Management

19. PROJECT ORIENTED PROBLEM-BASED LEARNINGECV3902 Civil Engineering Design (1+3 cr)(Capstone Design Course) Mentors, multidisciplinary • Lecturers from different sub-disciplines acting as mentors, source of info e.g. Structures, Geotech, Infra • Other lecturers act as consultants • Professionals invited to brief & network with students eg Chairman of IStructE (Mal), Past President of IEM, Quantity Surveyor, Lawyer, Architects. • 10 Professional Talks including Legal Liability & Arbitration, Ethics, Managing Large Projects • Source of info from outside experts in Public Works Dept. (PWD), Consulting firms, Contractors etc • From “sage on stage” to “coach on the side”

20. PROJECT-BASED LEARNINGECV3902 Civil Engineering Design (1+3 cr)(Capstone Design Course) Work Process

21. Museum of Modern Art Environmentally Sustainable Island Resort Convention Centre State Library Stadium Bridge Mosque Aquarium University Campus Hospital PROJECT-BASED LEARNINGECV3902 Civil Engineering Design (1+3 cr)(Capstone Design Course) Typical Topics

22. PROJECT-BASED LEARNINGECV3902 Civil Engineering Design(1+2 cr)(Capstone Design Course) Project Implementation Objective, Scope & Methodology Acquire info & Review literature. Project findings; argue case, explain issues, look for solutions. Project Mgt & Teamwork: mixed groups include race, gender & CGPA. Role play required.

23. Introduction • Programme Objectives and Outcomes for B. Eng. (Civil) at UPM • Project Oriented Problem-based Learning (POPBL) in Civil Eng. • Case Study: Implementing ECV3902 • Assessment and Evaluation • Aalborg U vs Danish Tech U

24. PROJECT-BASED LEARNINGECV3902 Civil Engineering Design(Capstone Design Course) Assessment • 5 programme outcomes (i.e. PO3, 6, 8, 11 & 12) with some at the highest levels of taxonomy assessed. • The five POs are associated with teamwork, engineering management, sustainability, design for complex engineering problems and the application of software for the design. • Components of assessment: Up-to-date Portfolio (containing 1 p. summary of seminars & lectures, minutes of meetings, log book, Brief and Final Design report), Individual Presentation, Peer Evaluation and Group Dynamics

25. PROJECT-BASED LEARNINGKAW3813 Civil Engineering Design(Capstone Design Course) Assessment Criteria • Peer Evaluation: Likert scale rating (LSR) of individual members in the group; done twice. (See appended rubrics) • Group Dynamics: LSR e.g. motivate and persuade other members, well prepared and participate in discussion, lead to project completion on time, etc. • Written Communication: LSR e.g. Uses the grammar of standard English, organizes content logically and sequentially, etc.

26. PROJECT-BASED LEARNINGKAW3813 Civil Engineering Design(Capstone Design Course) Assessment Criteria (Cont.) • Presentation Skills: LSR on Presentation Style and Content (not the substance) eg. personal appearance is appropriate, responds effectively to questions and comments, uses appropriate audio-visual materials, presents ideas and arguments clearly and logically, etc. • Note: LSR template readily available for common assessment • Programme Evaluation from Contribution of ECV3092 uses the developed and patented software MyOBE

27. PROJECT-BASED LEARNINGKAW3813 Civil Engineering Design(Capstone Design Course) Oral skills assessment rubric

28. PROJECT-BASED LEARNINGECV3092 Civil Engineering Design(Capstone Design Course) Downside • Logistics e.g. Design studio for >50 students (i.e. facilities), scheduling w/ outside professionals, etc. • Time consuming for lecturers e.g. much preparation is required, listening to presentation from 10 or more groups. • Needs good networking with industry

29. Evaluation of Outcomes at Programme Level ECV3092 Civil Engineering Design(Capstone Design Course) MyOBE Software

30. Evaluation of Outcomes at Programme Level ECV3092 Civil Engineering Design(Capstone Design Course) MyOBE Process Module

31. Evaluation of Outcomes at Programme Level ECV3092 Civil Engineering Design(Capstone Design Course) MyOBE Snapshots Lecturers’ Module: Enter all course assessment marks

32. Evaluation of Outcomes at Programme Level ECV3092 Civil Engineering Design(Capstone Design Course) MyOBE Snapshots

33. Seminar from Industry Professional A working engineer giving a talk on ‘Bridge Design’

34. The Design Studio Students of a team working together on their project

35. Lunch with Industry Professional Groups of students are invited to interact at a more intimate level over lunch with the professionals.

36. Introduction • Programme Objectives and Outcomes for B. Eng. (Civil) at UPM • Project Oriented Problem-based Learning (POPBL) in Civil Eng. • Case Study: Implementing KAW 3813 • Assessment and Evaluation • Aalborg U vs Danish Tech U

37. Curriculum at Aalborg • 50% devoted to project work • 25% to courses related to the project • 25% to courses related to the curriculum • Theme – increase knowledge, broad range of subjects, professional input

38. Lecture & Project Introduction Evaluation Course Project work

39. Graduates AALBORG UNIV • Strong in problem solving • Communication • Cooperation • General technical knowledge DANISH TECHNICAL UNIV • Specialist knowledge • Technical methodology

40. Project-based LearningIn conclusion….. • POPBL provides good all-round learning experience for students; should be encouraged, effectively integrated into programmes, & sufficient time accorded to lecturers. • An ancient Chinese proverb says: “Tell me I forget. Show me, I remember. Involve me, I understand. Step back, I act”