(69e) Some Reflections upon Project-Based Learning in a Traditional Fluid Mechanics Course at Njit

Engineering education has strong emphasis on providing students with analytical, problem-solving skills [1]. Most jobs requiring these skills can now be done better and/or cheaper by either computers or skilled workers in developing countries [2-4]. Hence, engineers with unique, soft skills such as creativity, strong interpersonal skills, holistic-multidisciplinary thinking, cultural awareness, effective communication and leadership skills, etc. will continue to find jobs in the new global economy [2-3]. While general education requirements in universities address development of literacies that help building such skills, discipline-specific approaches in engineering education are also warranted. This paper presents some reflections from the incorporation of project-based learning in the traditional fluid mechanics course CHE260 “Fluid Flow” in the sophomore year of undergraduate chemical engineering program at NJIT. First, based on a walkthrough of our program, the need for incorporating “soft skill” development in our sophomore chemical engineering courses is indicated. Then, using the Fluid Mechanics course as a pilot course, the feasibility of project-based learning opportunities in sophomore courses is demonstrated. In Spring 2019, CHE 260 students (n=44) were asked to write a six-page report that describes, analyzes, and discusses a technology, process, or product, which had a major impact on society, environment, health, a whole industry sector at a global scale either positively or negatively or both. Students were also asked to speculate on ways that negative results might have been avoided. Moreover, students were also asked to explain how the impact specifically relates to the concepts, equations, and approaches of fluid statics and fluid flow or rheology of the fluids, suspensions, etc. involved. Based on the above aspects, rubric attributes were developed, and student learning outcomes were assessed. The assessment and evaluation of the student learning outcomes suggest that project-based learning can be incorporated even in a hard-core, foundation course like Fluid Mechanics with the goal of enhancing students’ soft skills such as effective writing, recognition of the professional responsibilities and of the broader impact of engineering solutions on society, environment, and economy, and the use of new tools for acquiring new knowledge and its application to a particular project. This talk will also present what worked and what did not work as well as some recommendations for continuous improvement of the project-based learning and curricular and institutional approaches that can further support project-based learning in the chemical engineering program.

References

[1] R.M. Felder, A whole new mind for a flat world, Chemical Engineering Education, 40(2), 2006, 96-97.

[2] T.A. Friedman, The World is Flat, New York: Farrar, Straus, & Giroux, 2005.

[3] D.H. Pink, A Whole New Mind, New York, Riverhead Books, 2005.

[4] 2005 NAE Report, Offshoring and the Future of U.S. Engineering: An Overview.