2024 ASEE Annual Conference & Exposition

Evaluating the Efficacy of Project-Based Approach for Teaching Humanities Courses to Engineering Students

Presented at Environmental Engineering Division (ENVIRON) Technical Session 4 - Engineering for One Planet & Sustainability Innovation

This paper investigates the effectiveness of a project-based learning (PBL) approach for integrating humanities education into the engineering curriculum. To test the effectiveness of the PBL approach, first-semester and third-semester engineering students enrolled in the course titled "Entangled Worlds: Technology and the Anthropocene" were exposed to many concepts from humanities. The course curriculum was designed to integrate humanities and engineering to understand the havoc wreaked on the planet by human activity and technologies (called the age of the Anthropocene), and reimagine our present technologies for a better future. The course was jointly developed and simultaneously delivered by two faculty representing humanities and engineering domains respectively. This was done so that the students could appreciate both the philosophical and theoretical frameworks from the humanities governing the scholarly literature on the Anthropocene while at the same time gaining an understanding of statistical data and scientific evidence establishing the detrimental effects of present-day technologies. It was felt that humanities could be best learnt by engaging the engineering students through a PBL approach.
The students grappled with current real-world problems and reimagined technological solutions for a sustainable future with the planet as a stakeholder (the Planetocene) through projects. The PBL approach was also compared to a traditional lecture-based humanities course RTS (Reimagining Technology and Society) taught previously to the current third-semester students.
Students performed significantly better (p < .001) in the PBL-incorporated course compared to the RTS course, demonstrating the effectiveness of PBL in enhancing learning outcomes. While both groups rated the course highly, students with no prior humanities coursework (Semester 1) had a slightly more positive perception (p < .05) and performed slightly better (p < .001) than those with prior exposure to a traditional humanities course experience (Semester 3).
PBL offers a promising approach to bridging the humanities-engineering divide, cultivating critical thinking skills, and preparing future engineers to tackle planetary challenges. However, the potential benefits of PBL may be maximized when implemented with students who have not yet received extensive traditional humanities instruction.

Authors
  1. Dr. Brainerd Prince Plaksha University [biography]
  2. Dr. Siddharth Plaksha University [biography]
  3. Ms. Rukmani Keshav Plaksha University [biography]
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