Project Based Learning (PBL) provides opportunities for students to apply theoretical design knowledge to solve practical problems at all levels of the curriculum. Graduates of these programs are extremely well prepared for industry with skills including project management, team-work, and customer focused design. The programs at XXXXX provide a series of five PBL courses from the freshman to the senior year. The last two of these courses form the fourth year capstone sequence where students do projects for external sponsors, typically companies. Leading up to this point the students learn and apply the skills required for successfully executing major technical projects.
This paper will outline the shared PBL course sequence at XXXXX in the School of XXXXX. The School houses disciplines ranging from Electrical to Mechanical Engineering. More uniquely, the Engineering Technology and Engineering programs are not separated into separate schools. As a result the PBL project teams contain a multidisciplinary mix of students with a range of practical and theoretical approaches. PBL instructors embrace this diversity and foster an environment that is much more productive and capable that a single program experience could offer. The PBL sequence will be described including course content and project work that concurrently addresses the ABET criteria for ETAC and EAC accreditation. Lessons that have been learned will be shared for other schools hoping to create a similar curricular experience.
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