(121e) Active and Adaptive Learning Utilizing a Project Based Approach

Using Project-Based Learning is an effective pedagogy capable of integrating institutional curriculum, educational learning outcomes and program learning outcomes into any design course that will enhance the skills demanded from college graduates by industry^1,2.

In today’s academic setting, there are several learning approaches available that strive to give students a more inclusive and interactive opportunity to learn. These include the use of a Blended Learning Environment, Augmented Reality Learning, and a Problem-Based Learning (PBL) approach. PBL is unique among these learning approaches. As Enquiry-Based Learning, PBL offers an active approach towards giving students exposure and more importantly, it provides them with the opportunity to cope with the complex problems encountered once they begin employment^3,4.

There is abundant evidence demonstrating that students involved in Adaptive Learning throughout their academic experience have greater student success in terms of time to retention, graduation, job placement, and advancing to higher positions once hired^5,6. This is particularly true of first generation and underserved minority students, due in part to these students not having access to tools on their own outside their academic programs. Utilizing an Adaptive Learning approach has been shown to reduce large educational equity gaps in STEM fields that are experienced by Hispanic and other underrepresented minority students who live in California's Central Valley.

A newly redesigned junior/senior level Environmental Engineering course offered at the University of California in Merced implemented the PBL approach focused on the modeling and design of energy systems for a cold storage facility located in the California Central Valley. The objective of the project was to arrive at a reliable, sustainable, off-grid, low energy costs power system for a refrigerated cold storage facility. This approach offered students the integrated experience of design and use of basic scientific principles in the design of the necessary components, processes, and systems.

The students worked in groups to address the amount of energy needed to operate a specified refrigerated cold storage facility. They were guided by the professor, serving as a facilitator, to choose an off-grid solar photovoltaic system for the generation of energy based on estimated energy usage and load calculation for a refrigerated cold storage facility. The teams further estimated the type and number of PV panels, inverters, and battery back-up systems needed for the project. Through interactive discussions among the teams and the presentation of various milestones throughout the semester, the students continued to refine their approaches to their assumptions while utilizing various scientific principles to arrive at their findings.

Upon completion of the course, the students gained an enhanced knowledge of how to:

interact with one another as a team, identify and overcome barriers through critical analysis of available information and discover the underlying mechanisms of problem-solving and the formulation of informed opinions. They developed a team-based, quantitative framework to aid in the evaluation and analysis of energy technology systems and were able to identify problems, propose designs, use analytical tools, and teamwork skills. They were able to gain an understanding of the functions, limitations, objectives, and performance of specific solutions as they worked toward their design of a solution to a challenging, contemporary problem, which included realistic constraints and requirements of adherence to appropriate standards.

This paper presents the outcome, example student design and lessons learned.

Author/Presenter:

Dr. Ghassemi, Professor Emeritus of Chemical Engineering, has been a Teaching Professor in Civil and Environmental Engineering at the University of California Merced since February 2018. Prior to that, Dr. Ghassemi served as Director of the Institute for Energy and Environment as well as Executive Director of WERC, a Consortium for Environmental Education and Technology Development, and Professor of Chemical Engineering at New Mexico State University from 1999 to 2015.

Professor Ghassemi has extensive expertise in the areas of innovative programs in education, research, outreach in renewable energy, advanced water treatment, carbon cycle, carbon generation and management, air pollution control and biofuels. As a teaching professor, he co-leads an experiential learning program which includes senior level capstone as well as modeling and design courses. Additionally, Professor Ghassemi teaches classes in heat transfer, renewable energy fundamentals and environmental engineering fundamentals.

Christine received her BS in Chemical Engineering in the Philippines. She is currently a first-year PhD student at the University of California, Merced. Her research interests are surface water quality and lake management. Christine is also a Teaching Assistant for two Civil and Environmental Engineering Department classes, in which she successfully executed her responsibilities. Christine is teaching a large course about the environment in crisis for underclassmen and teaching Professor Ghassemi’s class, which focuses on the design of energy systems.

References:

1. Zhang, Lu & Ma, Yan. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology. 14. 10.3389/fpsyg.2023.1202728.

2. Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. Sage Open, 10(3). https://doi.org/10.1177/2158244020938702

3. Martin, F., Chen, Y., Moore, R.L. et al. Systematic review of adaptive learning research designs, context, strategies, and technologies from 2009 to 2018. Education Tech Research Dev 68, 1903–1929 (2020). https://doi.org/10.1007/s11423-020-09793-2

4. Dziuban, C., Howlin, C., Moskal, P., Johnson, C., Parker, L., & Campbell, M. (2018). Adaptive

learning: A stabilizing influence across disciplines and universities. Online Learning,

22(3), 7-39. doi:10.24059/olj.v22i3.1465

5. Liu, M., McKelroy, E., Corliss, S.B. et al. Investigating the effect of an adaptive learning intervention on students’ learning. Education Tech Research Dev 65, 1605–1625 (2017). https://doi.org/10.1007/s11423-017-9542-1.

6. Mirata, V., Hirt, F., Bergamin, P. et al. Challenges and contexts in establishing adaptive learning in higher education: findings from a Delphi study. Int J Educ Technol High Educ 17, 32 (2020). https://doi.org/10.1186/s41239-020-00209-y