Implementing Self Directed Problem Based Learning In A Multidisciplinary Environmental Engineering Capstone Class

The Department of Civil and Environmental Engineering at The Citadel offers three different capstone classes during the second semester senior year. In an effort to meet ABET 2004-2005 Criteria for Accrediting Engineering Programs Criterion 3(d) requiring students to work in multidisciplinary teams, the department has developed an artificial project that incorporates a “realworld” feel and integrates the three disciplines of environmental, structural, and site development into one unified design team. While enrolled in one of three different concurrently scheduled capstone classes, participating students were required to work effectively across the disciplines as one team. The environmental capstone class was conducted strictly by a self-directed problem based learning (SD-PBL) approach. SD-PBL helps students learn and retain material while developing skills for lifelong learning. During the class, students were required to identify elements of the project which needed to be designed, conduct meetings where students taught students about critical design topics, and ultimately work together within the environmental class and coordinate with the structural and site development classes to complete the design as required. This paper presents the background literature on the SD-PBL pedagogical approach used in this class and the overall methodology behind SD-PBL. Some of the problems and potential solutions related to the interaction between a PBL and non-PBL class, the results of weekly student evaluations and self-evaluation, and a commentary on student involvement both within their own group and across disciplines is included.