kidd-using pbl for developing professional social skills_2.1

Running Head: PROJECT-BASED LEARNING AND SKILLS 1
Using Project-Based Learning to Develop Unassessed Interpersonal and Social Professional
Skills
Darrell Kidd
University of Cincinnati

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 2
Abstract
This literature review highlights the use of project-based learning (PBL) in the development of
unassessed interpersonal and social professional skills. The effectiveness of education is based
on high-stakes, standards based tests which leaves a vacuum in the area of interpersonal social
skills which cannot be quantized against an analytic metric. As a result, students entering their
careers are technically capable but are lacking in critical thinking and problem solving;
collaboration across networks and leading by influence; agility and adaptability; initiative and
entrepreneurialism; effective written and oral communication; accessing and analyzing
information; and curiosity and imagination (Wagner, 2008). The most important of these are
communication and (while not listed) lifelong learning, which is the result of curiosity.
Traditional didactic education was designed to develop students to become productive
participants in society, it is necessary to prepare students for the interpersonal soft skills of
professional life as well as the technical skills. These skills may be developed through project-
based learning.
Keywords: employability skills, soft skills, twenty-first century skills, project-based learning,
communal learning

Background Information
As a teacher with industry experience, I have witnessed people who enter the professional
world with tremendous technical ability but very limited interpersonal or social professional
skills. As a result, they are not promoted or assigned higher profile projects. Employers are less
concerned with a new employees technical skills, they will teach what they want the employee to
know, but are concerned with how these new employees work with others and represent their
organization.
I have recently been hired to teach engineering sciences at the Medical, Engineering and
Technologies (MET) Professional Academy, with an emphasis on developing social and
interpersonal professional skills in a maker environment (a maker space is a place where people
learn by developing and creating products that interest them and/or are beneficial to others). This
is the first such school in Arizona and is currently one of seven such schools in the country. I
have utilized PBL extensively while following the Career Technical Education standards for
engineering sciences. Having had success, I intend to continue to use PBL, with an emphasis on
students being cognizant of the social and interpersonal professional skills, as identified by
Wagner (2008), being developed in the process. The intent is to model professional social and
interpersonal interaction to the students through meetings in lieu of lectures and introduce the
students to professional web based technologies such as LinkedIn and Google Docs. Students
will work on individual and team projects; during these projects students will encounter
problems, find creative solutions, develop relationships with industry experts, and communicate
their ideas and outcomes with peers and mentors. There is evidence these social and
interpersonal professional skills, as described by Wagner (2008), are capable of being developed;

I believe they need to be developed through experience, peer, teacher and professional mentor
discussions and evaluation.
I chose the research topic of developing unassessed professional skills through PBL after
reading Tony Wagner’s (2008) The Global Achievement Gap which discusses the social and
interpersonal professional skills that our students are not learning in school for post-secondary
success. My Career Technical Education classes have been based on PBL, which are similar to
the educational and professional experiences students will likely face after high school
graduation. PBL requires the application of knowledge, time and resource management, role
differentiation, and self-direction (Mills & Treagust, 2003) as well as teamwork, the use of
technology and tools and the application of multiple academic disciplines (Redkar, 2009). The
two essential parts of PBL are the question or problem that drives student activities and the
development of a final product that solves the question or problem (Blumenfeld, Soloway, Marx,
Krajcik, Guzdial &Palincsar, 1991)
I believe that problem-based learning is embedded within PBL. Wood (2003) describes
problem-based learning as defining unknowns, identifying the problems (in this case within the
context of the project), brainstorming and research, and repeating these steps until arrival at a
solution. Problem-based learning places the responsibility of learning on the learner to
“restructure” existing knowledge in order to gain new knowledge and elaborate on what they
have learned (Kilroy, 2004). In order to properly apply knowledge in a PBL environment,
students need to focus on the outcome, develop a driving question, and conduct research and
experiments, all of which are a part of problem-based learning. Casner-Lotto and Barrington
(2006) state PBL focuses on real world, interdisciplinary problems involving decision making,
investigations, and critical thinking, as well as collaboration and communication.

Introduction
The technical skills students learn in secondary (grades nine through twelve) and post-
secondary education may not be effective or of value without the development of professional,
interpersonal and social skills (Mohan, Merle, Jackson, Lannin & Nair, 2009). This is an
important consideration in the modern workforce, where a person’s technical skills get them
hired and their personal skills get them fired. Cassidy (2006) points out while not job specific,
employability skills are required in all industries and are necessary for everyone from entry level
employees to the corporate executives. PBL may provide a method to develop both the required
academic outcomes as well as the employer required skills. PBL requires the application of
knowledge, time and resource management, role differentiation, and self-direction (Mills &
Treagust, 2003); in addition, it requires the use of technology, tools and the application of
multiple academic disciplines (Redkar, 2009). The two essential elements of PBL are the
question(s) (created by the students) that drives student activities and the development of a final
product that satisfies the given requirements of the project (created by both the students and the
teacher) (Blumenfeld, Soloway, Marx, Guzdial & Palinscar, 1991). The first element of PBL
requires the student to recognize and understand the requirements of the project, identifying what
the expectations are for the outcome, and perform the necessary research and experimentation. In
order to effectively develop the final product, students will need to know how to ask the correct
questions to break the problem into smaller, manageable pieces, effectively access and analyze
data, and communicate their results (described later), all of which are found in the design
thinking model (IDEO.Org, 2015). The second element of PBL is the development of a
deliverable that satisfies the criteria of the project. As in industry, PBL requires a focused

outcome (what will be produced?), a driving question (how will it be done?), constructive
investigations (what is needed in order to achieve the goal?), autonomy (students need to be able
to direct their own work), and realism (Redkar, 2009). This suggests students need to be focused
on an outcome for their project that meets the specifications set forth for the project. In addition,
students need to answer an overarching question that drives the project (see Appendix A for
examples), develop a project plan identifying what is known and what is not known, control the
progress and learning throughout the duration of the project, and provide relevance. Billet (2001)
summarizes this as “there is no separation between participation in work and learning” (p. 3).
This literature review focuses on the following research questions:
1. Is there a concern by industry and business for interpersonal and social professional skills
in entry level employees, as Wagner (2008) suggests?
2. What is the connection between PBL and developing effective interpersonal and social
skills?
Business and Industry Needs for Interpersonal and Social Professional Skills
Our education system is geared to generate workers with a production mind mentality,
such as was needed during the Industrial Revolution (Johnson & Delawsky, 2013). Surveys
conducted by the Partnership for 21st Century Skills found that 97 percent of employer
respondents find the critical thinking and problem solving skills of new employees deficient; 73
percent of employer respondents find leadership skills in entry-level employees deficient; 81
percent of employer respondents find new employee communication skills deficient; in addition,
there needs to be an increased focus on creativity and innovation with entry level employees
(Casner-Lotto & Barrington, 2006). This suggests business and industry desire entry level

employees to have skills which are not learned in secondary or post-secondary education; this is
due to a focus on the standards in high school or an the emphasis on degree specific skills in
post-secondary education (Redkar, 2009). Lievens and Sackett (2012) explain these skills are not
explicitly taught due to time constraints and the difficulty in assessing student development. It is
important to point out that these skills which Wagner (2008) states as lacking in recent graduates
entering the workplace are all related to one another in that they all involve working toward a
common goal with other people while producing an end product or solving a problem.
Zinser (2003) points out that “business needs highly trained employees with academic,
technical and social skills to meet the demands of ever-changing technology, global competition
and increasing social diversity” (p. 403). Masi (1995) adds our education is system is designed to
teach students to be experts in their chosen field and nothing else, resulting in a workforce that
cannot work well in today’s environment. The Accreditation Board for Engineering and
Technology encourages universities to emphasize the following professional skills,
communication, teamwork, professionalism and lifelong learning (Mohan, et al., 2009). While a
post-secondary degree is important, it does not demonstrate necessary corporate social skills,
rather it is a tool to help obtain an entry level position (Lowden, Hall, Elliot & Lewin, 2011); this
is because “employers want employees to possess employability skills; that employers value
generic employability skills over specific occupational (technical) skills; and that employers
consider many entry-level job applicants to lack the required employability skills and have deep
concerns regarding their deficiencies” (Cassidy, 2006, p. 509). These points support the
argument there is a need to better prepare entry level workers for the interpersonal and social
expectations of the professional world.
Critical Thinking and Problem Solving

Critical thinking and problem solving are vital skills in today’s work environment (Mills
& Treagust, 2003; Cassidy, 2006; Snyder & Snyder, 2008; Mohan et al., 2009; Rasul, Rauf &
Mansor, 2013). In a survey of 431 employers, 78% believe critical thinking and problem solving
will be a more important skill over the next five years (Casner-Lotto & Barrington, 2006). A
survey with 65 architecture firms responding found 89% of the respondents consider the problem
solving skills of new employees to be of primary importance (Salleh, Yusoff, Harun & Memon,
2015). Casner-Lotto and Barrington (2006) state that critical thinking and problem solving is one
of the top five skills needed by today’s employers. Critical thinking is defined as “the
intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing,
synthesizing and/or evaluating information gathered from, or generated by, observation,
experiences, reflection, reasoning or communications as a guide to believe and action” (Singer,
Hilton & Schweingruber, 2006, p. 90). Asking good questions, working towards the root causes
of a problem, and understanding how problems evolve from a systematic view are all elements of
critical thinking and problem solving (Wagner, 2008). Carlgren (2013) further defines critical
thinking as “self-directed, self-disciplined, self-monitored, and self-corrective thinking”
requiring “rigorous standards of excellence and a mindful command of their use” (p. 65). In its
simplest form, critical thinking and problem solving is the ability to analyze and evaluate
information (Duron, Limbach & Waugh, 2006).
Effective critical thinking and problem solving requires reflection and reason (Kuhn,
1999; Singer, Hilton & Schweingruber, 2006). These new employees need to understand true
problems likely have multiple solutions as well as solution paths (Mason, 1985); in addition,
employers expect employees to provide solutions to these problems, not ask for direction.
Ultimately, critical thinking and problem solving require an ability to apply abstract knowledge

to develop and execute a solution (Wagner, 2008) and while overcoming egocentrism which
tends to cause employees to not consider solutions offered by their peers (Carlgren, 2013).
Collaboration and Leadership Skills
Wagner (2008) defines collaboration as the ability of team members to work on the same
project, at the same time, from the same or different locations; the ability to work with diversity;
and the ability to work without clearly delineated instructions. Casner-Lotto and Barrington
(2006) claim collaboration is one of the top five skills required of entry level employees by
hiring employers because “teams operate at every level of the organization” (p. 26) regardless of
the industry. Cultural tolerance and knowledge and the acceptance of personal and social
differences are of increasing importance as employees are expected to work in teams (Tynjala,
Slotte, Lonka & Olkinoura, 2006); to wit Rasul et al., (2013) stress “employees at every position
in any size of industry require some kind of teamwork hence it is essential for employees to
understand cultural, gender and age factors in ensuring effective teamwork” (p. 4).
Understanding cultural differences essential for collaboration; it is a crucial skill in the twenty
first century work environment (Johnson & Delawsky, 2013) because businesses bring people
together of various backgrounds and experiences (von Oetinger, 2004) in order meet
organizational goals. A survey of 431 employers indicates that 74% of respondents believe
collaboration will become more important over the next five years, indicating an increasing need
for newly hired employees to be able to work with a diverse group of peers.
Recent graduates entering the work place know the theories of their chosen professions;
they do not know about leadership, negotiation, interpersonal problem resolution, diversity or
working in groups (Mills & Treagust, 2003; Mohan et al., 2009). A survey of 431 employers
reported 86% of high school graduates, 74% of two year college graduates and 54% of four year

college graduates need to learn how to lead, negotiate and resolve problems with their peers
(Casner-Lotto & Barrington, 2006). Similarly, 89% of 65 responding architecture firms believe
collaboration is one of the top five required skills lacking in entry-level employees; similarly,
88% of the respondents believe leadership skills are lacking (Salleh et al., 2015).. This lack of
leadership may be the result of a lack of familiarity with the business world and corporate culture
(Casner-Lotto & Barrington, 2006); yet it is essential that employees are able to cooperate and be
assertive when necessary,demonstrating leadership by persuading individuals and groups while
listening for a response (Lowden, et al., 2011). New employees need to recognize most business
and industries are moving away from the top-down management style, empowering all workers
to lead which requires the “capacity to take the initiative and trust yourself to be creative”
(Wagner, 2008, p. 33) and be able to respectfully and passionately emphasize your position.
Agility and Adaptability
Employers need workers who are able to face any challenge in the workplace and have
the ability to motivate themselves through these challenges (Rasul et al., 2013); as such,
flexibility and creativity have become necessary skills to be competitive in the current job market
(Galloway, Anderson, Brown & Wilson, 2005). The world of business and industry is not static,
requiring a workforce that is prepared to meet the challenges of change, both expected and
unexpected. While the literature agrees there is a need for entry level employees to expect to
continue learning past their orientation period, there is very little research to support the need for
agility and adaptability as standalone skills
Learning skills, reflection and the ability to handle the pressures and uncertainty of
progressive problems in the workplace (Tynjala et al., 2006) are significant to employers. There
is a need for a willingness to learn and apply new methods and ways of doing things (Weber,

2009); driving the changes which are innovative. It is important to note most innovation occurs
away from upper management, where the people performing the production work develop new
processes to create efficiencies or develop new products (von Oetinger, 2004). Weber (2009)
opines (based on research conducted by others) the cause and effect of innovation and problem
solving creates a need for workplace learning, especially as markets and business models change
necessitating changes in employee attitudes and skills. In addition, Billet (2001) states moment
by moment learning occurring through work is shaped by the activities workers engage in; these
learnings are influenced directly and indirectly by the physical and social environments in which
the learning takes place.
Initiative and Entrepreneurialism
Jones and English (2004) define entrepreneurship as applying creativity and innovation in
a societal, governmental, or business context. Wagner (2008) adds that initiative requires self-
directed workers and life-long learners. Initiative and entrepreneurialism require observations for
opportunity (in processes or end products) and the willingness to act in order to bring about
improvement. It is important to note that there are internal entrepreneurs who generate change
within an organization to help better meet organizational goals and external entrepreneurs who
are the creators of startup businesses. Lowden et al., (2011) explain that industry is “looking for
people who will go and find the opportunities” (p. 12). While the literature supports that
employers are seeking new hires with initiative and an entrepreneurial spirit, there is limited
direct research to support this.
Today’s technical students are overly focused on engineering sciences and technical
courses, but they and do not have sufficient exposure to the integrations of these topics,
particularly in relation to industrial or business practices (Mills & Treagust, 2003). Innovation

fuels growth and there is no growth without it; for business it is a primary concern (von Oetinger,
2004). Effectively integrating technical skills into a business model, generating innovation,
requires entry level employees to shift from what they know and their acceptance of the
technological status quo in order to pursue new opportunities or discover new and wider
applications of the status quo (Galloway et al., 2005). Motivational characteristics are necessary
(and lacking) in new employees; internal entrepreneurship, adaptive expertise and innovation are
essential (Tynjala et al., 2006) in large organizations, the public sector and in small companies
(Galloway et al., 2005).
Effective Oral and Written Communication
Effective communication requires writing memos, emails, letters and complex reports
clearly and effectively in addition to public speaking, and professional and casual conversation
(Wagner, 2008). Lowden et al. (2011) explain employers want people who are ready to
participate, make suggestions, and use language effectually in way appropriate to the context,
with facts and concepts reasonably ordered. Often enough, entry level employees write and
speak in the shorthand used to text friends and fail to understand why this is appropriate in a
professional setting. Mohan et al., (2009) state recent graduates have difficulty listening and
constructing messages; employees need to organize thoughts and express them in a manner that
is readily understandable by others.
English reading comprehension and writing are one of the top five skills employers are
looking for in entry level workers (Casner-Lotto & Barrington, 2006). In a survey 431
employers, 66% believe effective communications will become more important over the next
five years (Casner-Lotto & Barrington, 2006). A similar survey found 93% of 65 responding
architects consider strong communications skills to be essential (Salleh et al., 2015). Only

language allows individuals and companies to communicate making language skills crucial to
effect internal and external business communications (Charles, 2007). Giving and understanding
instructions, listening and verbalizing are critical skills (Rasul et al., 2013) as is the ability to
publically speak and present (Johnson & Delawsky, 2013). Today’s entry level employee’s lack
experience communicating (Mills & Treagust, 2003); without effective communication skills,
employees are unable to negotiate or properly represent their organizations.
Accessing and Analyzing Information
Accessing and analyzing information is more than an internet search for provided
keywords; this requires the ability to think critically about the information gathered in order to
determine if it is appropriate for a given situation. Of 65 responding architecture firms, 86%
consider the ability to find and analyze data in order to solve problems to be crucial (Salleh et al.,
2015). In addition, of 431 respondent employers, 78% believe the ability to analyze data is
critical to solving problems (Casner-Lotto & Barrington, 2006). Recent graduates lack
competency in finding and properly using information (Kai, Chu & Chow, 2011). Redkar (2009)
explains there are many instances were entry level employees blindly trust software and internet
search results, arriving erroneously at conclusions and solutions.
A large challenge to employers is the rapid development of the information and
communication technology in the current digital society (Tynjala et al., 2006). There is evidence
demonstrating recent graduates entering the workplace do not have the information literacy skills
to effectively find and use information (Kai et al., 2011). The vast quantity of information
available creates new challenges for business and industry; employees to learn to differentiate
between what is of value and what is not; as well as for the employee (and business) to adapt to
new information as it is gathered.

Curiosity and Imagination
Imagination is the ability to describe some aspects of our mental lives (Takaya, 2009);
along with curiosity, these are keys to developing solutions to problems and developing new
processes and products as well as adaptability. While a focus on creativity and innovation are
increasingly considered important for maintaining American economic competitiveness (Casner-
Lotto & Barrington, 2006), today’s students are taught in an environment in which there is little
room for individuality or creativity (Johnson & Delwasky, 2013). Standardized education and
socialization remove curiosity and imagination from children as they are taught to be grown-up
and conform (Takaya, 2009) to social and political norms, stifling curiosity and imagination in
entry level employees who are only concerned with conforming and doing what is considered
correct.
Creativity is often associated with imagination, and as such is becoming more valued by
employers. A 2010 survey conducted by IBM of 1541 chief executive officers, representing 66
countries and 33 industries point to creativity as the single most important quality for problem
solving, adaptability and leadership (IBM, 2010).
Developmental work and problem solving require creativity, innovativeness and learning
skills (Tynjala et al., 2006). There is a need to ask and follow through on the “what if” questions
when there is a possibility of improvement. Today there is a greater need for innovation,
creation and the exploitation of invention (Galloway et al., 2005) in order to promote economic
growth; creatively reflecting on and learning from previous actions and prioritizing solutions
(Lowden et al., 2011).

There is a clear need for entry level employees to have the skills described by Wagner
(2008) in order to be valuable to business and industry. Most employers are looking for
“graduates who are proactive, can use higher level thinking skills including analysis, critique,
synthesis and multi-layered communication to facilitate innovative teamwork in catalyzing the
transformation of their organization” (Lowden et al., 2011, p.4). These social and interpersonal
skills are connected through experience. Interestingly, the common thread among all of these
appears to be lifelong learning, which fails in an educational atmosphere that produces “people
who know everything about their own fields and nothing else” who “cannot work well in today’s
environment” (Masi, 1995, p. 44) because of the belief held by the entry level employee of being
the expert (in their own field). PBL is one avenue which will develop all of the described
interpersonal, social professional skills.
Using Project-Based Learning to Develop Professional Skills
In lieu of traditional didactic education, PBL is intended to develop an understanding of
the theoretical and real-world discipline specific knowledge in a multi-disciplinary, collaborative
environment (Frutcher, 2001; Mills & Treagust, 2003). PBL provides students an opportunity to
have a sense of ownership over their project and learning; the experience empowers students to
believe their work will make a difference and apply skills and knowledge in a meaningful way
(Mills & Treagust, 2003; Johnson & Delawsky, 2013). It is important to note that the application
of knowledge does not imply what is currently known by the student (Strevy, 2014), but includes
what the student learns through research and problem solving during the project.
Strevy (2014) states project based and problem-based learning are used interchangeably
under the umbrella of case-based learning; project-based and problem-based learning are
different but similar forms of anchored instruction (Newstetter, 2006). PBL and problem-based

learning strongly support each other and emphasize different aspects of learning (Mills &
Treagust, 2003). PBL requires a clear purpose and challenge which is open ended, complex and
meaningful to the students (Larmer & Mergendoller, 2010) which results as a product as the
outcome. Problem-based learning has been defined as the learning that result for the process of
working toward the understanding or resolution of a problem (Gijbels, Dochy, Van den Bossche
& Segers, 2005). A large benefit of problem-based learning is the positive effect on student
development due to the application of and experimenting with conceptual knowledge, giving
“students confidence and a greater understanding of the course material as they solve real world
problems” (Kanigolla, Cudney & Corns, 2013, p. 2). Experience has demonstrated that problem-
based learning is embedded within PBL; a problem develops whenever a student comes across
something they do not know or understand during a project, it may be as simple as looking up
information or as complicated as learning a new process or producing a new tool to complete the
project. Each of these involves reflection in order to determine the validity and value of the
determined solution in relationship to the problem and its influence on the project outcomes.
Developing Critical Thinking and Problem Solving
Critical thinking has been defined as “understanding what the right questions are” and a
willingness to “ask non-linear question” (Wagner, 2008, p. 21). The founders of Honda Motor
Company “skillfully used the Socratic method by asking questions until the root cause of the
problem was found” (Maul & Gillard, 1996, p. 17), initially as part of product development and
later for professional development of managers and team leaders. In order to facilitate the
improvement of critical thinking skills, teachers need to become coaches or mentors of their
students who model asking questions which are not based on the recall of memorized facts.
Teachers should coach students into new approaches of problem solving, including how to

perform research and different ways of thinking about the same problem (Mohan et al., 2009).
Part of thinking differently about a problem includes having the freedom to determine the avenue
of questioning as it relates to personal interests (Newstetter, 2006). Weber (2009) adds it is
important not only develop an understanding of the technical aspects of a given project, but also
to address the nature of learning within a team and the development of competencies. This seems
to become relevant to students when they are truly interested in the project.
In order to think critically, students need to have an understanding of the expected
outcomes so they may set their own learning objectives (Wood, 2003), be aware of their own
learning, question it and the sources from which new knowledge has been acquired (including
personal experience) and use it in order to develop their own knowledge base as they approach
new challenges (Mohan et al., 2009). While this appears complicated, it may be as simple as
answering the following questions: a) “What do I know?” (Mason, 1985, p. 30); b) “What do I
want?” (Mason, 1985, p.33); and c) “What can I introduce?” (Mason, 1985, p. 35). Developing
these skills will help students structure and track their projects as well as determine if the project
goals are met (Hmelo-Silver, 2004). When solving a problem associated with a project, students
need to recognize the possibility of multiple plausible solutions, and as such, have a willingness
to experiment and have some the experiments fail. Accepting and learning from these failures
will develop students’ critical thinking as they begin to look at these failures not as problems but
opportunities to learn (Lang, 2013). Fifteen graduate students who entered a research program to
designed to determine the effectiveness of PBL in the development of social and interpersonal
professional skills reported a 10% increase in confidence of their problem solving skills
(Wurdinger & Qureshi, 2015).

PBL provides a means of “student engagement in creative problem solving and learning to
work together” (Jamal, Essawi, & Tilchin, 2014, p.128). PBL promotes critical engagement with
what is being learned and develops relevance in solving problems of interest to the students
(Johnson & Delawsky, 2013) when approached from the view of the learner and not the knower
(Wagner, 2008). Zisner (2003) explains schools need to teach planning, problem solving and
decision making; PBL develops these along with the ability to ask meaningful questions (Fallik,
Eylon, & Rosenfeld, 2008).
Projects providing real-world problems, which are complex and messy with uncertainty
and ambiguity (Pittaway & Cope, 2007), stimulate self-directed learning which helps students deal
with problems and make reasoned decisions in unfamiliar situations (Dunlap, 2005). Jonassen
(2001) explains projects must be based on authentic problems. Students need to identify problems
within the context of the project, consider the choices, analyze the options, and explicitly list the
reasons to or not to pursue a particular path and continually self-correct (Snyder & Snyder, 2008).
PBL students have demonstrated the ability to outperform traditional education both
conceptually and in application (Kai et al., 2011). Savery (2006) points out problem-based learning
develops the ability to think critically and solve real-world problems; when embedded within a
project students are engaged in higher order thinking such as analysis and synthesis. The
application of these solutions, as well as the utilization of existing and new knowledge in
developing the project outcome stimulates thinking in ways that memorization cannot (Snyder &
Snyder, 2008).
Critical thinking and problem solving require asking the correct questions to determine the
basis of the problems associated with the project. Through PBL, students learn to ask the questions
necessary to find appropriate answers; develop an understanding of why knowledge requires an

understanding of the cause and effect of relationships (Jamal et al., 2014); and to determine if
results and outcomes serve to meet the requirements of the project (Redkar, 2009). PBL supports
critical thinking that requires “students to analyze, synthesize, and evaluate information to solve
problems and make decision rather than merely repeating information” (Snyder & Snyder, 2008,
p. 91).
Developing Collaboration and Leading by Influence
PBL develops the social skills of “cooperation, communication and the ability to try
again when one doesn’t succeed” (Share & Rogers, 1997, p. 62). While this seems trite, student
collaboration on projects increases a student’s engagement because work becomes authentic and
becomes personally and socially meaningful (Murphy & McCormick, 1997). Hmelo-Silver
(2004) points out that collaboration requires “establishing common ground, resolving
discrepancies, negotiation the actions that a group is going to take, and coming to an agreement”
(p. 241). Redkar (2009) suggests that collaboration can be further defined as “community of
inquiry” (p.18). Taken together, the authors describe students working together within a group,
sharing ideas and achieving a common goalIt is as important for students to pursue team goals
when team members are assembled as it is when they are apart (von Oetinger, 2004). Wagner
(2008) refers to this as collaboration across networks, meaning work is performed and
communicated when team members are in the same place or many miles apart. This may require
working together through email, texting, Google Docs or Skype. This has proven to be difficult
because many students and professionals “do not know how to work individually and then
collaborate from afar” (Wagner, 2008, p. 23), which suggests students need to learn to perform
tasks individually while working with teammates who are in other locations. The ability to

master all of these is what Wagner (2008) refers to as leading through influence which is the
ability to work across boundaries, rather than by set roles.
A Dutch study of 1,159 medical school graduates over a ten year period found 19% of the
239 doctors who studied in a PBL environment report having strong collaborative skills as
opposed to 8% of the 920 doctors who studied in a non-PBL environment (Prince, van Eigs,
Boshuizen, van der Vleueten & Scherbrier, 2005). In a similar study, 519 graduate students
enrolled in a PBL based entrepreneurial class (the students where arts, business, engineering and
science students) 65% claim improved collaborative skills (Galloway et al., 2005). These PBL
classes required students to work in teams (Mills & Treagust, 2003). The teams must develop
and agree upon the learning objectives, insuring they are “focused, achievable, comprehensive
and appropriate” (Wood, 2003, p. 329) for the assigned project. Students need to negotiate and
work with their team in order to determine what is known and what is not known, the questions
that need answering, and to keep all team members on task. As students negotiate, the strength of
their argument is as important as the presentation of their argument, which is a demonstration of
influential leadership.
Project-based “collaborative learning allows students to practice, gain and improve soft
skills such as leadership skills, social communication skills, and conflict resolution skills” all of
which “are difficult to improve through teaching materials alone” (Jamal et al., 2014, p. 128).
Students, working in teams, learn to recognize different ways of approaching work and different
work habits (Mohan et al., 2009). PBL creates a sense of ownership (Kai et al., 2011) requiring
personal and team goal setting with accountability and a joint realization of project tasks (Jamal
et al., 2014).

In PBL students need to be able to work together in order to identify the problems which
need to be addressed in order to develop solutions and create the final product (Savery, 2006).
Dunlap (2005) explains the problems in PBL help students learn the ability to collaborate
proactively in groups, utilizing individual strengths for overall team achievement and
understanding of what has been learned (Jamal et al., 2014). Due to the “work-based nature of
the projects and the need for integration between different parts of the plan, group dynamics
were found to be more sophisticated and more intense than in other contexts” (Pittaway & Cope,
2007, p. 224). Cassidy (2006) suggests peer assessment as a way to engage students with the
standards and project criteria, which leads to better quality output from the students and
encourages responsibility for learning. It is important to note that in study of 41 second year
graduate students, 51% where uncomfortable assessing the work of others; in addition 46% of
the students found it difficult to provide useful feedback (Cassidy, 2006). This indicates these
students are not comfortable providing effective feedback or negotiating understandings of
project outcomes. PBL develops collaboration skills due to the nature of the requirements of the
projects; in addition, collaboration requires students to learn to resolve conflicts, negotiate ideas,
and reflect on what has been learned through the process of completing the project.
Developing Agility and Adaptability
Bybee (2013) asserts that adaptability includes “the ability and willingness to cope with
uncertain, new, and rapidly changing conditions on the job, including responding effectively to
emergencies or crisis situations and learning new tasks, technologies, and procedures” (p. 38). In
developing the ability to adapt, it is important that students reflect on the task they are assigned,
their strengths and shortcomings, the value of the tasks, and how best to complete the task,
whether the solution is familiar or not (Weber, 2009). This leads to the idea that students need to

learn to work with new information, setbacks and seek opportunities in order to meet the team
project goal. Interestingly, in a Dutch study of 1,159 doctors, 1.7% of the 239 from a PBL
background believe they have strong adaptability skills as oppose to 2.6% of the 920 who came
from a non-PBL environment (Prince et al., 2005). Considering the low levels of confidence
from both groups, it appears agility and adaptability may not be considered as important as in
other fields.
This leads to the idea of agility, which von Oetinger (2004) describes as the ability to
respect the past while forgetting it. A further description of agility (for problem-based learning
within PBL) is to be “on-going, active, flexible, and inventive; problems are transformed and
abandoned, solutions are posed that create dilemmas” (Murphy & McCormick, 1997, p. 462).
“Dilemmas” arise when there is no unique or acceptable solution to a problem (Murphy &
McCormick, 1997). Agility requires students to actively seek alternative solutions to the various
phases of the project they are working on; continuing to learn flexibility in problem solving. This
raises the question of whether students can learn to not have a single solution or high comfort
level for every problem presented in a project.
Working in teams requires members to adapt to various learning and work styles to reach
a desired outcome (Redkar, 2009). This requires the ability to learn and adapt to different
personalities and various work ethics as well as changes in knowledge and understanding as new
information is found. Weber (2009) states that learning takes place at work, through work and
for work; the same is true for PBL, which encourages continual learning. Students need to
understand the need to continue learning when they have finished school. Lifelong learning is an
objective for an employee to be valued in a climate of change which has a direct impact on an
organizations effectiveness and competitiveness (Dunlap, 2005; Tynjala, 2006). Dunlap (2005)

states “lifelong learners are able to learn and adapt because they reflect on the quality of their
understandings and seek to go beyond what they know” (p. 2). These are the people who look to
learn more in order to further the organizational goals, whether it is a project team in school or a
project team in a business. During the process of action and adaptation students develop
ownership over the problem (Pittaway & Cope, 2007), taking control of their learning in order to
meet the requirements of the project.
The ill-structured problems within a project encourages development of multiple
perspectives (Jonassen, 2001) in which students make decisions based on information (Jamal et
al., 2014). As students learn to adapt to and participate in change (Dunlap, 2005) they develop
the flexibility required to be the drivers of innovation and change that many business desire
(Galloway et al., 2005). Adaptability requires the ability to use new information and knowledge
and have the agility to react to this new information in a productive manner.
Developing Initiative and Entrepreneurialism
These can be described as motivation, self-confidence, and driving change for the sake of
improvement. Innovation is the result of these two traits, and tends take place when people are
comfortable with the uncomfortable and are willing to approach solutions from new directions
with the expectation that those who first suggest these new approaches may be alone (von
Oetinger, 2004). Weber (2009) points out that a good project to help develop these skills is one
which has multidisciplinary solutions. A great opportunity for development of the skills arises
when the tasks associated with a project require students to learn new things or create new ways
to complete tasks which are needed to solve the problems associated with part of the project
(Murphy & McCormick, 1997); to wit in a study of 519 graduate students enrolled in PBL based
entrepreneurial class claimed to have improved 46% in their initiative skills at the completion of

the class (Galloway et al., 2005). This suggests that initiative is the ability to move out of one’s
comfort zone in order to learn new things and entrepreneurialism is the willingness to act upon
this ability. Lang (2013) describes this as the first step in gaining a maker mentality; this
mentality is one based on producing rather than consuming. In order for students to become
willing to move out of their comfort zones, it is necessary for both classroom and corporate
cultures to accept that “norms are not established once and for all but instead are continuously
negotiated and renegotiated through interaction” (Rasmussen, Yackel & King, 2006, p. 148).
Stringent rules should not dominate the classroom (and corporate) culture, but rather should
foster an attitude of trying new things in students; when students take the initiative to try new
things, they will gain a deeper understanding of the problem they are trying to solve as well as
the problem’s relationship to the project.
Teaching entrepreneurialism requires a style that is “action oriented, encourages
experiential learning, problem solving, PBL, creativity and supportive of peer evaluation” (Jones
& English, 2004, p. 416). Students need to be motivated and willing to accept short-term
setbacks in order to ultimately be successful. Entrepreneurial learning is defined as “learning that
occurs during the new venture creation process” (Pittaway & Cope, 2007, p. 212) indicating
students need to be willing to experiment and take ownership for learning. Weber (2009) states
employers’ desire employees who are self-regulated and autonomous; students working on
projects determine the amount of time and effort are to be expended in each phase of the project
resulting in new processes and outcomes associated with the project.
Jamal et al., (2014) describe the need for students to develop a sense of “know-what,
know-how, know-why, and care-why” (p. 127). Students need to understand the expected
outcomes of an assigned project. They need to learn how to develop the anticipated deliverable.

Students must possess the ability to clearly explain their problem-solving processes, the
decisions and determinations made in order to arrive at the final product as well the ability to
demonstrate their product. Caring is likely the most important criteria; concern for the team and
the resultant work creates a deep sense of ownership and a desire to be successful.
Developing Effective Oral and Written Communication
Effective communication between students, as well as students and teachers, can be
considered both informal conversation as well as sending and receiving technical information
(Mohan, et al., 2009). Hmelo-Silver (2004) refers to “explaining one’s ideas is important for
productive collaboration” (p. 241). This suggests the first level of effective communication is
between peers, but it is equally important to communicate with people beyond your team. It is
important for students to recognize the difference between informal conversation and
professional communication (which includes public speaking and technical writing). Bybee
(2013) points out that “a skilled communicator selects key pieces of a complex idea to express in
words, sounds and images as a way to build shared understanding” (p.38). While most of the
authors do not directly address communication, they allude to the necessity of being able to
clearly articulate one’s thoughts in order for students to better promote the outcome of their
project. This includes plainly explaining complex concepts to insure they are understood as
intended.
Strong communication skills transcend all of the social and interpersonal skills that are
desired in entry-level employees. The primary skills students develop through project work are
“communication, trust, shared leadership, and creative problem solving” (Jamal et al., 2014, p.
128). PBL requires the development of effective communication skills in order for students to
respectfully communicate ideas with each other (Savery, 2006). Sharing ideas effectively is

essential in order to cultivate creative solutions to challenges and problems that arise in the
course of the project. Effectual internal communication is fundamental for collaboration and
demonstrates the adaptability of each of the team members.
Writing is critical in PBL. Students need to write proposals (Fallik et al., 2008) which
clearly identify ideas and potential solutions; in addition, there is a need to communicate the
status of long-term projects, identifying team needs and progress towards in order to achieve
prescribed goals. In addition, team members will likely email each other; in doing so they (the
students) should be expected to use proper email etiquette.
Students need to learn to public speaking and presentation skills (Zinser, 2003). The
outcome of a project depends on a team’s ability to efficiently present the results to their peers
and teachers; presentation includes the ability to answer questions and provide a valid defense
for the work that has been done. Presentation skills are not limited to public speaking, but
include the effective use of visuals such as posters and technology such as PowerPoint.
PBL has proven effective in developing communication skills. In a study of 519 graduate
entrepreneurial students enrolled in a PBL based class, 50% claimed an increase in
communications skills at the end of the class as compared to the beginning of the class
(Galloway et al., 2005). In a study of 15 graduates working on PBL, there was a 6% increase in
communications skills (it is important to note that none of these students where working on the
same project) (Wurdinger & Qureshi, 2015). A ten year study of 1,159 doctors found that 83% of
the 239 who studied in a PBL environment where confident in their communications skills as
opposed to only 41% of the 920 doctors who trained in a non-PBL atmosphere (Prince et al.,
2005).

Developing the Ability to Access and Analyze Information
Students use technology on a daily basis to access information, mostly through social
media; yet, with the overall excess of information available, they are not able to process it
(Wagner, 2008). Students need to develop information literacy which “entails learning the skills,
competencies, knowledge and values to access, use and communicate information in any of its
forms” (Pinto, Doucet & Fernandez-Ramos, 2010, p. 464). This allows students to continue to
learn beyond school and assume responsibility for their own learning (Pinto et al., 2010). Bybee
(2013) describes this as a “non-routine problem solving-skill” in which students “examine a
broad span of information, recognize patterns and narrow information” (p. 39) to solve a
problem. This analysis of new information creates connections between existing knowledge, new
knowledge and their relationship to the project.
Accessing and analyzing information is known as information literacy, and it helps
people become “critical users of information and creative producers” (Kai, et al., 2011, p. 134)
through the use of knowledge. The ability to find relevant information and apply it to a project is
crucial to the success of a project; implying students need to analyze what they have learned in
order to apply it to the project. The literature suggests PBL can develop information literacy
skills (the ability to access and analyze information); however there is very little research
available to verify this.
Developing Imagination and Curiosity
Creativity has been described as the “ability to take risks, problem identification and
articulation, tolerance of ambiguity and integration of knowledge across different disciplines”
(Bybee, 2013, p. 44). A large part of developing curiosity is escaping the model that has always

been used and be experimental in order to find where new ideas lead (von Oetinger, 2004).
Hmelo-Silver (2004) suggests that as students become more curious about their own interests
they also become more curious about subjects that relate to or influence their interests; as such,
student choice (just as they will have a choice as to which career they pursue) should be
considered in developing project ideas. Along with curiosity goes imagination and the
development of the “what if” questions. These “what if” questions, when answered with an “I
don’t know,” lead to experimentation. Through this curiosity and experimentation, meaningful,
relevant learning takes place. The development of a person’s imagination “contributes to the
achievement of such crucial educational values as understanding, critical thought, and moral
sensitivity” (Takaya, 2009, p. 79), all of which benefit not only the project, but also the students
leadership skills. Both von Oetinger (2004) and Wagner (2008) agree curiosity and imagination
are important for both problem solving and innovation.
Real world problems presented in PBL require imagination, creativity and the willingness
to take risks (Jones & English, 2004) in order to develop unique solutions. These problems
develop students’ abilities to reason critically and creatively (Dunlap, 2005; Takaya, 2009). As
students learn to accept responsibility for and ownership of their learning, creativity is promoted
(Jamal et al., 2014); the promotion of creativity aids in the development of students willingness
to use their imagination to solve problems. A study with 15 graduate students studying the
effectiveness of PBL found an 11% increase in student creativity (Wurdinger & Querishi, 2015);
this is as opposed to a study of 519 graduate students enrolled in a PBL based entrepreneurship
class who reported a 53% increase in creativity.
Implications for the Classroom

All of the interpersonal, social and professional skills discussed in this paper are
interrelated in that they build upon and are dependent upon one another. These skills are
developed through experience and practice rather than rote learning and standardized testing.
The Medical, Engineering and Technology (MET) Professional Academy, in the Peoria Unified
Scholl District (Arizona) opens in August of this year, with the intent of developing students
who are not only technically astute, but who possess the professional skills industry reports as
deficient. Today’s graduates entering the workplace need to be equipped with “deep intellectual
capabilities and a battery of applied practical skills which make them more work ready”
(Lowden et al., 2011, p. 5). As a result of the expectations of the MET Professional Academy,
there will be daily meetings in lieu of direct instruction (except where absolutely necessary). I
intend to use PBL to help my students develop these social and interpersonal professional skills.
Problem solving and critical thinking will be developed through the assigned projects
(some of which are individually chosen and some of which are assigned). Students will need to
ask appropriate questions in order to reach conclusions that are applicable to their current
project. PBL provides a means of “student engagement in creative problems solving and learning
to work together” (Jamal et al., 2014, p. 128). I believe providing minimal guidance as the
teacher during this process will help students gain confidence in their problem solving and
information literacy abilities as well as their creativity and imagination. In the event a student is
struggling with a problem, it will be discussed at the class’s daily meeting in order for students
not associated with the project to provide suggestions for a solution path. Johnson and Delawsky
(2013) state persistence and continual learning are praised by industry. Problem solving requires
students to access available information; critical thinking requires the analysis of this new
information and the synthesis of it into their project. Students are going to learn design thinking

(IDEO.Org, 2015) in order to learn how best to approach working with an open mindset,
research and discover, and collaboration. Rather than be taught in a traditional didactic setting,
this is going to take place around a conference table; this will provide both the teacher and the
students to lead discussions in a professional meeting setting, which will also improve student
communication and allow for students to reflect on how to personally better run a meeting.
Working in teams, students will learn collaboration, conflict resolution and the ability to
negotiate with each other. I will emphasize to the students they are working in teams not groups;
students working in groups have a tendency to have each member perform every task and choose
the best result, in teams, each member is working within their strengths resulting in a higher
quality end product. In order for teams to work effectively, each member needs to be aware of
the work of the other team members; allowing the efforts of each team member to integrate
seamlessly into the final product. This requires students to demonstrate the agility to adapt to
their teammates.
Successful projects are dependent upon the students’ ability to modify work habits and
mindsets in order to best serve the needs and meet the goals of their team. It is necessary to
recognize as a project progresses, the goals and needs of the team may be altered, resulting in a
change of focus. This mirrors the current work environment which requires employees to “cope
with continual technological and organizational change” (Mills & Treagust, 2003, p. 2). To
simulate part of this change, students will be assigned to teams based on a random number
generator (in order to prevent any bias) at the beginning of each assigned project. Teams will be
required to report how well they are working together as well as any internal issues once a week
at the daily meeting.

Working on team projects, students will need to demonstrate the initiative to move the
project forward, this includes individual contributions as well as motivating the rest of the team.
Both group and individual projects will require creative solutions to problems that arise; these
will require distinctive changes to expected outcomes, processes developed within the project,
and the use of materials and tools. The development of entrepreneurial skills will be evident as
students explain their ideas; these explanations should include the problem solving process as
well as the value of the solution. Curiosity and imagination are the drivers for the
entrepreneurialism and change that will make the students of the MET Professional Academy
successful.
Written and oral communication are going to be evidenced in multiple ways. Students
will need to write proposals for their personal projects; in addition, students will blog about their
personal and team projects. Students will communicate with teammates in person and through
email and Google Docs, requiring both written and spoken communication. To improve
presentation skills, students will be expected to run the daily meetings (this will be determined
by a random number generator) and will present their progress in a lecture hall, using a
microphone once a week (this is expected to take less than five minutes per student). While the
students may be uncomfortable with the public speaking, I believe the best way to develop public
speaking skills is to speak publicly.
Most of these skills are very difficult to quantify. While written communication and
meeting the criteria of a project can be measured against a metric, the balance of the skills need
to be assessed holistically. I believe I will assess these social, interpersonal and professional
skills on individual improvement over the course of the semester; this affords me the opportunity
to provide individualized feedback (similar to a professional evaluation) and the flexibility to

discuss individual areas of strength as well as areas of improvement. To be effective, I will be
speaking to DECA and Future Business Leaders of America (FBLA) advisors, and utilize their
assessments and models as well as those from my experiences as a SkillsUSA advisor; each of
these organizations host state and national compeitions in which students demonstrate their
social and interpersonal professional skills. In this manner, students will be directly involved in
creating personalized professional improvement plans.
As I am always looking to improve my practice, I look for new ways to engage my
students as I help them grow. There are three lessons I developed in the last week which I
consider to be innovative, these are called: a) new ideas, b) find the problem, and c) the failure
test. The “new ideas” assignment will ask students to come up with 30 improvements on items
they are familiar with in 60 minutes. The “find the problem” task will provide a solution ask
students to find 20 problems it solves in 30 minutes (an example would be a wheel is the
solution, what are the possible problems?). The “failure test” is going to ask students to fail at 20
tasks in 90 minutes. Each of these is intended to improve creativity and create an sense of
comfort in taking risks for the students. I have observed students tend to be safe rather than
taking risks when working on projects because they are afraid of failure; they need to recognize
an unexpected outcome is only truly a failure if they do not learn from the unexpected outcome.
Conclusion
There is a need for research in both what social and interpersonal professional skills
business and industry require. In addition, there is a need for research pertaining to the
development of these social and interpersonal professional skills through PBL. I believe an
annual study of industry needs, across multiple business sectors addressing current and
anticipated future needs is required, similar to the survey IBM (2010) performed; these studies

should indicate the skills that are valued in entry-level employees. In addition, there is a great
need to research the relationship between the development of social and interpersonal
professional skills and PBL. The PBL studies should be multi-disciplined, with a large, diverse
pool of participants. In addition, these studies should follow the participants from their freshmen
year in high school through their first year in their chosen profession. In this manner, we can
truly determine the effectiveness of PBL in developing the skills employers value the most.
The literature and (limited) research indicate there is a need for social and interpersonal
professional skills. The most sought after skills are communications and a desire for lifelong
learning. Communication skills are essential because these are used to ask questions and share
ideas and information. Lifelong learning is the result of curiosity, the willingness to ask
questions and seek answers, and a willingness to take chances and promote improvement and
change.
Lowden et al. (2011) state the “importance of promoting employability skill and
attributes has been directed at the higher education sector, often in response to concerns from
employers and the respective organizations” (p. 7). Employers are expecting students to learn the
social and interpersonal professional skills they seek while in school; yet these employers
continue to report these professional skills are deficient in entry-level employees. Having the
skills business and industry are looking for are among the best ways “to maintain and enhance
individuals’ attractiveness in the labor market” (Rothwell & Arnold, 2007, p. 24).
Carlgren (2013) expresses the concern businesses have with the need for internal
entrepreneurs and innovation, as a result of these needs, employers desire “employees who are
communicative, resourceful and self-sufficient” and who are “capable of complex thinking and
problem solving” (p. 68). These are the attributes students develop through PBL. A clear

relationship exists between industrial expectations of their employees, the skills necessary skills
described by Wagner (2008) and the skills developed through PBL. In addition, there is a
relationship between all of the professional skills employers’ desire in that they are improved
through experience rather than intervention. These are the same professional skills that students
holistically learn (they are not directly taught) through PBL. As a result, it appears students can
gain invaluable professional skills through PBL.
Working with others to develop real world products in an environment in which solutions
are not easily developed is the primary purpose of PBL. While more research needs to be
performed in order to demonstrate the degree to which PBL develops a student’s social and
interpersonal professional skills, the literature and available research clearly identifies a strong
link in that the skills sought by employers are developed through collaborative projects. The
most important aspect of this (to me) is student reflection; students will reflect on what they have
learned, what they need to know, their interactions with others, and what if scenarios. When this
happens, students are developing the professional skills Wagner (2008) claims are lacking.

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Appendix A—Samples of Assigned Team Projects
I. When an oil company drills a new oil well they are only capable of extracting
approximately 35% of the oil available. Your job is to develop a way that is
economically viable and environmentally responsible, to extract at least 50% more of
the oil.
II. The Ogallala Aquifer occupies the High Plains of the United States, extending from
western Texas to South Dakota. The Ogallala Aquifer is used to water the crops and
cattle we use for food. We will no longer be able to get water from the Ogallala
Aquifer sometime in next 50 years. Your job is to develop a way to continue to water
the crops and cattle of the American Midwest without using the aquifer. Your
solution must be economically viable and environmentally responsible.
III. The current EPA regulations are making it increasingly difficult to use the most
abundant energy source in the United States. With the current technology, alternative
energy is unreliable. This leaves nuclear energy as the best option at this time. When
nuclear fuel rods are removed as “used” from the reactor, 99% of the uranium has not
been used. Your job has two parts. First, you must develop a way to recycle the fuel
rods so that they may be reinserted into the reactor. Second, develop a way to utilize
the radiation energy being emitted from the waste material. Your solution must be
economically viable and environmentally responsible. Note: The issue with storage
of nuclear waste in the United States is a political issue, not one of science or
technology
IV. The average family in the United States deposits 4.3 pounds of solid waste into
landfills every day. This creates a large impact on open spaces and land resources.

Your job is to develop a way (other than recycling) to reduce the impact of the
amount of waste that is placed in these landfills. Your solution must be economically
viable and environmentally responsible.
V. The current scientific theories claim that global climate change is the result of human
activity in the form of releasing carbon dioxide into the atmosphere. It is necessary
to continue using the energy that creates the carbon dioxide in order to maintain the
global economy. Your job is to develop an economically viable and environmentally
responsible way to sequester the carbon dioxide that is being emitted into the
atmosphere.
VI. One sixth of the world’s population does not have access to potable drinking water.
Your job is to develop a way to provide a sustainable method to provide safe, clean
drinking water to these populations. You may assume that a water source is
available. Your solution must be economically viable and environmental responsible.
VII. In 2005, Hurricane Katrina devastated the city of New Orleans. Despite many
overtones, not much has been done to prevent a repeat of the event. Your job is to
develop an economically viable and environmentally responsible way to safeguard
the people and the property of New Orleans against a repeat of a Katrina-like disaster.
VIII. Approximately 12.5% of the global population suffers from chronic malnourishment.
While there are many reasons for this, the primary reason is access to food. Your job
is to develop a way to provide healthy food to these people. Your solution should be
economically viable, environmentally responsible and sustainable.

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