Applying Project Based Learning in Engineering Subjects at La Trobe University, Melbourne

Abstract

The research and associated literature review contained within this paper provides an overview of Project Based Learning (PjBL) methods globally and its current application in La Trobe University Engineering degrees. The team involved in the project conducted a literature review of PjBL methodologies used in various universities, encompassing descriptions of assessment, the impact reported on students, academics or university, and the challenges encountered. Following the systematic review and taking into account the variety of the methods analysed, a tool to assess the level of PjBL in a subject was created, formed around undergraduate engineering degrees at La Trobe University in Melbourne. Engineering subjects implemented within the La Trobe University Engineering degrees have considerable PjBL elements and have increased the prevalence of contemporary pedagogical approaches (including PjBL) in the degree structure. Abstract and non-specific engineering subjects involving innovation and entrepreneurship have become more prevalent in the La Trobe Engineering structure.. The assessment tool was then applied for three case studies with various levels of PjBL, developed at La Trobe University, Department of Engineering.