Problem-Based Learning

Problem-Based Learning for Shaping Future Innovators

PBL is an educational approach where students learn by actively engaging with complex, real-world problems. Instead of passively receiving information, students work in teams to identify, analyze, and solve problems, with teachers acting as facilitators. PBL is widely adopted in engineering education because of its effectiveness in developing professional knowledge and transferable skills.

What is PBL?

At its core, PBL is a student-centered pedagogy where learning is driven by the process of engaging with complex, real-world problems. Instead of passively receiving information through lectures, students work in teams to identify, analyze, and solve problems, with teachers taking on the role of facilitators. This approach fosters a deeper understanding of concepts and promotes the development of essential professional skills.

how PBL is used in engineering education:

  • Focus on Real-World Problems
  • Student-Centered Learning
  • Development of Key Skills
  • Integration of Knowledge.

Assessment in PBL

Team project reports and oral presentations, Individual oral reports, Peer assessments, Self-assessments, Attendance and engagement reports, Traditional methods such as quizzes and exams, Portfolios of student work

Challenges in Implementing PBL

Despite its benefits, PBL implementation can be challenging:
Lack of Facilitation Training for Teachers, Need for Student Training, Effective PBL Design, External Constraints, Limited Community Involvement, Culture and Language Barriers, Heavy Workload, Lack of Repercussions.

From Problems to Solutions

Enhancing Chemical Engineering Labs with Problem-Based Learning

PBL approach in the Chemical and Biological Engineering (CHBE) department at the University of British Columbia (UBC) is implemented in a senior-level laboratory course, with the goal of enhancing student learning outcomes and developing key engineering skills. This course is designed to provide students with an authentic, open-ended, and industrially relevant learning experience.

Overall, the PBL approach in the CHBE department at UBC has been effective in enhancing student learning outcomes and developing valuable engineering skills. The emphasis on student autonomy, real-world problems, and the iterative process of experimentation has contributed to positive student experiences and a greater sense of readiness for professional engineering practice.

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