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Student Experiences With Collaborative Problem-Based Learning (CPBL) in a Second-Year Undergraduate Engineering Course

This Innovative Practice Work in Progress paper describes our recent efforts of implementing collaborative problem-based learning (CPBL) in a second-year undergraduate engineering course called Engineering Dynamics. The research method and data collection are described. Both positive and negative comments on CPBL were collected from a total of 59 student participants who took engineering dynamics in a recent semester. The results show that nearly 70% of the students had “positive” or “highly positive” overall experiences with CPBL. The analysis also shows that students liked CPBL for five reasons, and disliked CPBL for four reasons.