PBL in Engineering Education

1. Front Matter

   Pages i-x

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2. PBL Curriculum Strategies

   • Anette Kolmos

   Pages 1-12

3. Sustaining Change for PBL at the Course Level

   • Khairiyah Mohd-Yusof

   Pages 13-32

4. Ten Years of Project-Based Learning (PBL) in Industrial Engineering and Management at the University of Minho

   • Rui M. Lima, José Dinis-Carvalho, Rui M. Sousa, Anabela C. Alves, Francisco Moreira, Sandra Fernandes et al.

   Pages 33-51

5. Iron Range Engineering Model

   • Bart Johnson, Ron Ulseth

   Pages 53-69

6. PBL in Engineering Education

   • J. Wang, C. S. Yap, K. Goh

   Pages 71-88

7. PBL Experience in Engineering School of Mondragon University

   • Nestor Arana-Arexolaleiba, Miren I. Zubizarreta

   Pages 89-102

8. Esprit PBL Case Study

   • Lamjed Bettaieb

   Pages 103-118

9. Perspectives on Engineering Curriculum Change

   • Aida Guerra, Ron Ulseth

   Pages 119-133

10. Back Matter

    Pages 135-140

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PBL in Engineering Education: International Perspectives on Curriculum Change presents diverse views on the implementation of PBL from across the globe. The purpose is to exemplify curriculum changes in engineering education. Drivers for change, implementation descriptions, challenges and future perspectives are addressed. Cases of PBL models are presented from Singapore, Malaysia, Tunisia, Portugal, Spain and the USA. These cases are stories of thriving success that can be an inspiration for those who aim to implement PBL and change their engineering education practices. In the examples presented, the change processes imply a transformation of vision and values of what learning should be, triggering a transition from traditional learning to PBL. In this sense, PBL is also a learning philosophy and different drivers, facing diverse challenges and involving different actors, trigger its implementation. This book gathers experiences, practices and models, through which is given a grasp of the complexity, multidimensional, systemic and dynamic nature of change processes. Anette Kolmos, director of Aalborg PBL Centre, leads off the book by presenting different strategies to curriculum change, addressing three main strategies of curriculum change, allowing the identification of three types of institutions depending on the type of strategy used. Following chapters describe each of the PBL cases based upon how they implement the seven components of PBL: (i) objectives and knowledge; (ii) types of problems, projects and lectures; (iii) progression, size and duration; (iv) students’ learning; (v) academic staff and facilitation; (vi) space and organization; and (vii) assessment and evolution. The book concludes with a chapter summarizing all chapters and providing an holistic perspective of change processes.

• Problem Based Learning
• Engineering education
• Curriculum change
• International perspectives
• Change strategies

• Aalborg Centre for PBL in Engineering Science and Sustainability under the auspices of UNESCO, Aalborg University, Denmark

  Aida Guerra, Anette Kolmos

• Iron Range Engineering Program, Itasca Community College, Minnesota State University, Mankato, USA

  Ronald Ulseth

Policies and ethics