Project Based Learning in an Introduction to Civil Engineering Course: A Cascade Effect on Student Engagement and Retention in Subsequent Years

In the spring semester of 2014, a new course was introduced specifically targeting freshman civil engineering students. The course was to be a problem-based, discipline-specific alternative to the general engineering course traditionally offered to all freshman engineering students. The course included a variety of components involving equipping students with relevant skills, an overview of professional engagement, and a major project. The major project for the course involved teams of 3-4 students working to design one of two civil engineering challenges: either a 20-foot cantilevered wooden bridge or a 25-foot diameter wooden tripod. There were two fundamental purposes to the course: students were to learn more about their specific discipline so as to establish realistic goals and motivations for their education and career, and students were to complete a major project in order to develop teamwork skills, integrate into the program, and build confidence in their ability to overcome intimidating challenges. These initiatives were intended to improve student engagement with the course, the civil engineering program, and the wider field of civil engineering, as well as to improve student retention. Since the addition of the course, retention numbers have indicated a significant impact on student engagement and upperclassmen retention. Student perceptions collected through a survey echo this sentiment, demonstrating that the course has been successful at achieving its objectives and that, in achieving those objectives, students have become more motivated and committed as students in civil engineering.