Abstract:

This paper describes simulation-based experiential learning in engineering education. This “immersive” experience engaged students with a specific issue resembling a challenge that they would encounter in their professional practice. The goal is to enhance learning and retain the theoretical concepts.

Using a litigation trial as a basis, students were introduced to contaminant transport in groundwater. We focused on a real case of trichloroethylene (TCE) contamination, which resembled the landmark contamination case for Woburn, Massachusetts (1980s). Students were provided chemical and hydrological data for the contaminated area. The engineering analysis was completed in class, which allowed the instructor to have closer interaction with the students. Students worked in groups of four and submitted progress calculations at the end of every class period. The work was very dynamic, and students had to stay on task to be able to finish on time. The project culminated with a moot trial in the teaching courtroom in the School of Law at Syracuse University. Students built a defense plan and presented their arguments using the knowledge they gained. Local attorneys and law students served as court judges.

Students submitted several deliverables that were subject to evaluation. These deliverables provided a tool for direct longitudinal assessment of the students’ learning. The assessments evaluated both the individual effort and the work in the groups. Questions pertaining to the acquired material were included in the final comprehensive exam. Additionally, an indirect assessment of the students learning, such as student satisfaction and student confidence in the process before and after the module, was performed using pre- and post-surveys, and written reflection statements.

It was found that students were much more engaged by being emersed in a practical problem for which they had to attain a solution. This was clearly reflected in better retention of the material as evidenced by the exam results. Comparing the outcomes of the students who took the class when the groundwater unit was taught via the traditional lecture approach with the outcomes of the students who took the class when the litigation case was introduced, there was a statistically significant improvement. The median score for the first group was 68%, while the median score for the second group was 84%. The exercise not only improved students’ retention of the material but made learning more enjoyable.

Keywords:

Simulation, trial, engineering, groundwater.