Emerging Researchers National (ERN) Conference

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The Impact of Project-based Learning on Improving Student Learning Outcomes of Sustainability Concepts in Transportation Engineering Courses

Faculty #84
Discipline: Technology & Engineering
Subcategory: STEM Research
- North Carolina A&T State University
Co-Author(s): Mahour Parast and Taher Abu-Lebdeh, North Carolina A&T State University, Greensboro, NC; Faisal Awadallah, Birzeit University, Birzeit, Palestine


This study describes an intervention to enhance students’ learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The study discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students’ learning outcomes. To evaluate and compare students’ learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students’ learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy.

Funder Acknowledgement(s): This research is based upon work supported by the National Science Foundation (NSF) under grant number 1238852; Targeted Infusion Project Grant: Incorporation of Sustainability Concepts into Undergraduate Civil Engineering Curriculum Using Project-Based Learning

Faculty Advisor: None Listed,

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.