Using Student Feedback to Reflect on Authentic PBL (aPBL) in Undergraduate Engineering Education

Abstract

Purpose The purpose of this study was to analyse student feedback and reflect on the experiences of convening a core module for Engineering undergraduates based on authentic PBL (aPBL), such that others may benefit. Methods We analyse student evaluation questionnaires (n = 110) from eight project cycles over four years. This includes responses to seven closed and two open questions. We use this feedback to stimulate reflections and suggestions for ways in which university educators can embrace these learning methods. Results Our results show the importance of organisation and its role on student satisfaction as well as the polar effect of industry partners in supporting students’ pedagogy. Whilst students achieve numerous benefits, there is a need for formal reflection to better equip students to deal with unknown futures. Students appear to be not making explicit links with aPBL and employability. Conclusions The proximity of student experiences to the “real world” can be advantageous as it helps students prepare for uncertainty through responding to adversity. We make recommendations that include the need for formal reflection and to make external partners aware of their pedagogic responsibilities in an accessible way.

Keywords

• problem-based learning
• engineering education
• industry projects
• undergraduate teaching