A Methodology for Integration of Project Based Learning Into Core Engineering Courses

Abstract

In this paper, we propose a paradigmatic shift in conventional engineering education curricula, transforming out of the currently widespread and common conventional chalk-and-talk lecture based pedagogical approaches, which are also accompanied by attendant and limited assessment methods of traditional problem sets and exams. We suggest that engineering programs and curricula need to implement a number of substantive changes to update and upgrade their curricular and programmatic approach to ensure that the programmes will indeed be able to create transformative thinkers and creative problem solvers who will address the critical challenges facing humankind including catastrophic climate change, nuclear disaster, and the unsustainable degradation and devastation of the human, social, and natural environments. These faculty and curricula will embrace service learning, incorporate and integrate project based learning (PBL), engaging students in open ended design projects and thinking. In this paper, we demonstrate a rigorous pedagogical approach and sequential method through which PBL can be integrated into core engineering courses. The paper demonstrates the engagement of students through the provision of substantive feedback on well-defined and well-spaced Initial, Preliminary and Interim Progress reports. The paper shows that this pedagogical approach leads to the successful development and submission of Final Project Reports and Final Group Oral Presentations that address overall learning outcomes and prepare students to be transformative problem solvers