Conference PaperUnderstanding Expert Perceptions of PBL Integration in Introductory Aerospace Engineering Courses: Thematic Analysis of Focus Groups with PBL and Aerospace Engineering InstructorsOlewnik, A.; Schrewe, L.; Ferguson, S.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.2023-01-0110461759ASEE Annual Conference & Expositionhttps://doi.org/2117224National Science Foundation