CHOOSE YOUR PROBLEMS! A FLEXIBLE LEARNING METHODOLOGY FOR ENGINEERING STUDENTS BASED ON PBL+

"Problem Based Learning Plus (PBL+) is a teaching-learning methodology developed by the Teaching Innovation Group INGENIAQ from the University of León in Spain. It is designed for engineering students, including environmental and agricultural engineers, and also for biotechnologists specializing in production processes. PBL+ is based on the traditional PBL methodology, but with a wider aim. The proposed methodology combines three other teaching-learning methodologies, namely the flipped classroom; the use of rubrics for the evaluation of the activity; collaborative learning, and in some cases, the service-learning. This latter is understood as a service for microenterprises and self-employed workers. A relevant aspect is that students are free to choose the problem they will be working on, thus increasing motivation. The problem must be a real situation confronted by the company. Thus, students get in touch with a company having a close relationship with the subject topics and choose the case to be solved in a face-to-face meeting in conjunction with a company representative. In this way, students have an active role in defining the course's practical assignments. This flexible way of constructing their curriculum has proven to be motivating and it is an excellent strategy to approach real problems in their specialty. Moreover, the contact established between the University and enterprises is a valuable source of information for professors and students regarding current problems in the sector. Notwithstanding, not all engineering sectors are willing to share their issues with students. In this sense, the biotechnological industry is very reluctant to do so, whilst the agricultural sector is prone to it. In this work, we summarize the technical problems affecting the agricultural sector, tackled by the students after 4 years of PBL+ implementation. Sixty percent of the issues are related to phytosanitary topics, mainly emerging pests or diseases. This is a severe threat to the agricultural sector, and many small companies lack the technical knowledge necessary or experience in fighting plant diseases not previously suffered, asking for help to the University. The other 30% corresponds to alterations in crop growth due to abiotic factors. The remaining 10% consists of adapting productive processes to legislative changes."