Perspectives on Engineering Curriculum Change
These words are formulated by Freire in Education for critical consciousness. We could formulate similar hypotheses: while all problem and project based learning (PBL) transitions involve change, not all PBL changes result in more comprehensive transition
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PBL in Engineering Education International Perspectives on Curriculum Change
Edited by Aida Guerra Aalborg Centre for PBL in Engineering Science and Sustainability under the auspices of UNESCO, Aalborg University, Denmark Ronald Ulseth Iron Range Engineering Program, Minnesota State University, Mankato, and Itasca Community College, USA and Anette Kolmos Aalborg Centre for PBL in Engineering Science and Sustainability under the auspices of UNESCO, Aalborg University, Denmark
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-903-4 (paperback) ISBN: 978-94-6300-904-1 (hardback) ISBN: 978-94-6300-905-8 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All chapters in this book have undergone peer review.
All Rights Reserved © 2017 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
Introductionvii 1. PBL Curriculum Strategies: From Course Based PBL to a Systemic PBL Approach1 Anette Kolmos 2. Sustaining Change for PBL at the Course Level: Taking the Scholarly Approach13 Khairiyah Mohd-Yusof 3. 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 and Diana Mesquita
33
4. Iron Range Engineering Model Bart Johnson and Ron Ulseth
53
5. PBL in Engineering Education: Republic Polytechnic’s Experience J. Wang, C. S. Yap and K. Goh
71
6. PBL Experience in Engineering School of Mondragon University Nestor Arana-Arexolaleiba and Miren I. Zubizarreta
89
7. Esprit PBL Case Study Lamjed Bettaieb
103
8. Perspectives on Engineering Curriculum Change119 Aida Guerra and Ron Ulseth About the Contributors
135
v
RON ULSETH AND AIDA GUERRA
INTRODUCTION
During 2014–2015, a series of webinars entitled PBL History and Diversity was broadcast from the UNESCO Centre for PBL in engineering science and sustainability at Aalborg University. Following is the description of the series: “In the 1960s and 1970s, a handful of higher education institutions implemented a new and innovate learning approach – Problem Based Learning (PBL). PBL aims to develop a more student centred, close to practice and meaningful learning. For 40 years, PBL did not only survive but it has also grown and evolved due to research, development and implementation in several higher education institutions across the world, resulting in different models and practices. Nevertheless, the different PBL models relate with each other through basic principles around
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