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On implementation of problem-based learning in engineering education: Thoughts, strategies and working models

This paper focuses on problem-based learning (PBL) in engineering programs, and argues that implementation of problem-based learning needs to be placed in a context and developed with careful consideration of the social, economic, and ethnic diversity of the student population and the university academic culture and prevailing norms. It includes a brief history, selected PBL models, strategies to infuse PBL in an engineering program, and suggestions for redesigning classes and courses to catalyze change in the classroom through student engagement. The paper examines and selects most suitable versions of PBL for potential adoption at the start, identifies essential elements of a well-structured learning strategy, and illustrates faculty role in implementing PBL. Proven methodologies and knowledge generated elsewhere, if and when properly adapted, should make it possible for institutions to devise their own PBL models that meet their classroom setting, objectives, and aspirations. The paper also addresses the potential difficulties that could arise during implementation of PBL, particularly when instructors are new to this instructional method.