Project-based Learning in a Forensic Engineering Course

Research and design experiences are important components of undergraduate engineering education, each targeting specific skillset serving and different outcomes. While there are several opportunities for learning engineering design process in engineering curricula, mostly notably the capstone senior design series, the primary method to experience research is through facultydirected research projects. The practice of forensic engineering has many aspects in common with the research process and as such a course based on this topic provides a unique opportunity for students to systematically learn about the strategies and methodologies of scientific research. Faculty at Lawrence Technological University (LTU), in collaboration with a forensic engineer, have co-taught an upper-level undergraduate forensic engineering elective course biennially through the biomedical engineering department. The activities and course structure is specifically designed to develop skills necessary for a forensic engineer, which include the application of the scientific method, deductive and inductive reasoning, organization of facts, forming of opinions and specifying bases for opinions. Effective oral and written communication is also emphasized. The average effectiveness of the course in helping the students develop an understanding of forensic engineering was 4.33 (with 5 as most effective). The students were also engaged and enthusiastic during the semester with the average rating of 4.25 (with 5 as most enthusiastically involved). Some suggestions for changes to the future course offerings included more in-class activities and developing detailed rubrics for major course assignments.