Problem-based learning (PBL) is gaining momentum in engineering education as a student-centered teaching approach that engages students in problems that mirror realities of practice. While the goal of this pedagogical approach is to more authentically prepare and train students for success in the field, it can be both challenging and frustrating for faculty to effectively implement. In this research paper, the opinions of faculty experts from aerospace engineering and PBL are considered. Data were collected through two structured focus groups to identify areas deemed critical for the transition of an introductory, second-year aerospace engineering course to PBL at an R1 university on the East Coast of the United States. Four different dimensions of PBL integration were considered: design, learning objectives, implementation/facilitation, and assessment. Through a thematic analysis of focus group transcripts, results showed that while the experts identified many areas that were critical to consider during this transition, there are important areas of divergence among the expert groups. In fact, areas of distinct opposition were exposed. This study highlights the importance of considering feedback from both content/technical experts and pedagogical design experts during the development and integration of PBL and lays the groundwork for further exploration of if and how consensus between these two groups can be found to support improved curriculum development.
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A Systematic Review of PBL Literature: In Search Guidelines for Problem Design, Facilitation, and Assessment in Engineering PBL
Problem-based learning (PBL) is recognized as a pedagogical approach that is well-suited to preparing engineering students for the realities of the profession, but there are persistent implementation challenges that serve as barriers to broad adoption. This systematic literature review focuses on three facets of PBL – design, facilitation, and assessment – in search of operational guidelines for engineering faculty considering a transition to PBL. Findings led to two broad conclusions. First, there is a need for research on methods to support engineering faculty in problem design. Second, while current research provides thorough support for PBL facilitation and suggestions for assessment, there is a need for additional research to evaluate the efficacy of the various models of facilitation and assessment suggested by the literature.
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- Award ID(s):
- 2117224
- NSF-PAR ID:
- 10461761
- Date Published:
- Journal Name:
- IJEE International Journal of Engineering Education
- ISSN:
- 2540-9808
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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