Achieving graduate competencies through an authentic design experience in a wastewater treatment course

Developing professional competencies require learning experiences that simulate authentic practice. A wastewater treatment course at a large, research university converted a portion of its traditional lecture and homework model of instruction to a challenge-based model of instruction culminating in a redesign project. The course used a series of challenge-based modules as a precursor to learners' synthesis of a design report and presentation to a corporate client. A nearby pharmaceutical company acted as a "perspective client" and issued a formal request for proposal (RFP) to the students, who were organized into "consulting companies." In addition to fundamental learning objectives related to wastewater treatment, opportunities to develop and demonstrate professional competencies were integrated into all aspects of the problem-based learning experience. Learners made gains in their knowledge about wastewater and demonstrated excellent professional skills in their written and oral reports.