Welcome to the InfoSci Platform
Problem-Based Learning Curricula in Engineering

Problem-Based Learning Curricula in Engineering

Siva Krishnan
Copyright: © 2012 |Pages: 18
ISBN13: 9781466609518|ISBN10: 1466609516|EISBN13: 9781466609525
DOI: 10.4018/978-1-4666-0951-8.ch002
Cite Chapter Cite Chapter

MLA

Krishnan, Siva. "Problem-Based Learning Curricula in Engineering." Developments in Engineering Education Standards: Advanced Curriculum Innovations, edited by Mohammad Rasul, IGI Global, 2012, pp. 23-40. https://doi.org/10.4018/978-1-4666-0951-8.ch002

APA

Krishnan, S. (2012). Problem-Based Learning Curricula in Engineering. In M. Rasul (Ed.), Developments in Engineering Education Standards: Advanced Curriculum Innovations (pp. 23-40). IGI Global. https://doi.org/10.4018/978-1-4666-0951-8.ch002

Chicago

Krishnan, Siva. "Problem-Based Learning Curricula in Engineering." In Developments in Engineering Education Standards: Advanced Curriculum Innovations, edited by Mohammad Rasul, 23-40. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0951-8.ch002

Export Reference

Mendeley
Favorite

Abstract

This chapter explores Problem-Based Learning (PBL) curricula in engineering in Australasian universities, in particular its effects on student approaches to learning in PBL teams. Exploring from the three view points: curriculum design and implementation; institutional support structures assisting the transition to PBL for both students and academics; and student learning experiences in PBL teams, this chapter intends to close the loop for institutions and academics using PBL to educate future engineers. In particular, this chapter examines the design of engineering PBL courses or subjects within programs and the ways in which learning experiences are designed for students, the support structures that institutions put in place for both academics and students to transition to PBL, teacher practices and student experiences of learning both individually and as a team in PBL. It is argued that many engineering programs still undermine the need for designing learning experiences to help students achieve the desired learning outcomes; seldom consider the learning cultures adopted by PBL teams and how students engage in learning as individuals and as a team. This chapter argues the need for approaches to PBL that enhance student learning and experiences in engineering and the need for support structures that assist both students and academics in the transition to problem-based learning.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.