Many different versions of Problem-based Learning (PBL) are used today. To be consistent in evaluating the effectiveness of PBL, the focus in this paper is on what Howard Barrows called authentic PBL (aPBL). In aPBL students are empowered with the learning process; key distinguishing features are that the students teach each other the new…

Accreditation agencies have outlined professional skills that should be possessed by engineering graduates. The question this paper addresses is "What professional skills do our recent graduates actually use and value as being important?" Young engineering professionals, as well as professionals in many different professions, were asked…

The key idea is that 50 minutes of teacher talk with passive student listening is relatively ineffective in developing student learning. Teachers can create silences for productive active student learning. Students can also change from passive listeners to active talker-discussers of their learning. Ideas are given about how to overcome silences…

Explains the principles of assessment, lists goals and criteria for problem solving, and provides forms of evidence to evaluate students' understanding of the subject knowledge and ability of problem solving. (Contains 43 references.) (Author/YDS)

Describes the teaching of professional ethics in a senior-level course on process analysis and professional practice. Students pose ethical problems and discuss/report their solution to those problems in the context of the Ontario code of ethics. (JN)

Discusses definitions of problem solving, various theories related to teaching problem solving, and how they relate to teaching problem solving to engineering students. (MLH)

An engineering hardware display, slide-tape show, selected readings, and tests are used to help students become familiar with values, fitting, tools, and instruments. Sample exam questions and a list of hardware are given. (BB)

Describes challenges to presenting a course in problem solving. (SL)

To help students develop career plans, opportunities are provided for self-assessment into an application for one of ten imaginary companies. Basic information is given for each company. During the term, students solve problems written in the context of the company for which they are working. (JN)

Shows how a university utility building ("boiler house") is used in a chemical engineering course for computer simulations, mathematical modeling and process problem exercises. Student projects involving the facility are also discussed. (JN)

Several successful approaches used to create an environment that helps faculty members achieve their own and their department's objectives are discussed. Includes discussions of faculty load for teaching and professional affairs, recognition/evaluation of academic excellence (promotion criteria and annual merit raises), educational/instructional…

Students' needs and research on learning should inform teaching practices. Makes suggestions for improving instruction such as using students as ombudspersons to provide feedback on class concerns, focusing on process skills, and incorporating problem-based learning into the curriculum. Also includes examples of successful programs and summaries…

Describes a graduate or senior elective course combining fundamentals of surface phenomena with practical problem-solving structured around a series of case problems. Discusses topics covered and their development through acquiring new knowledge applied to the case problem, practical calculations of solutions, and applications to additional…

For this 12-hour laboratory project students examine a model and explain why equipment is placed where it is, and then install some piping on the model. (BB)

Discusses five major challenges to improving technical communication skills of engineering students. A communication course which has been used at McMaster University is also described. (HM)