Project-based learning goes wrong: the trials, tribulations, and triumphs of managing first-year and fourth-year engineering projects

Abstract

Project-based learning (PBL) has many advantages for both students and instructors. The students are afforded the opportunity to work on self-driven, meaningful projects that model engineering problems they may see in their future careers. For the instructor, PBL emphasizes problem-solving strategies, requires students to learn relevant technical skills through self-study, underscores the importance of team work, and encourages student buy-in. However, PBL techniques present their own sorts of difficulties, especially when applied in large courses of 50 + students. For example, an instructor must strike a balance between fostering creativity and enthusiasm, while also keeping students on task and focused on the purpose of the project. Managing many small groups or a few large groups can be logistically challenging due to the sheer number of unique projects and students involved. This presentation will focus on two engineering courses, first-year introduction to engineering and fourth-year vibrations, in which project-based learning was employed with partial success. In these courses, there were logistic complications, issues with team dynamics, and problems with final presentations that can hopefully serve as good lessons (or warnings) for others interested in developing project-based courses.