"Profiles in PBL" is a web database where PBL engineering programs from around the world share the details of their PBL programs. Our goal is to showcase more than 100 PBL profiles. The profiles will serve as inspiration for PBL programs to learn from one another and for engineering educators world-wide who are considering PBL. This database has been developed in collaboration between The Aalborg UNESCO Centre and Iron Range Engineering, Itasca Community College.

Mondragon University - Engineering School

25000

Arrasate-Mondragon, Basque Country, Spain

http://www.mondragon.edu/en

 

Nekane Errasti

Prof.

How would you describe your PBL?

Projec-based

What is most important to your PBL?

Product and Process

How is PBL implemented?

How do students acquire principles of discipline?

The engineering school of Mondragon University has established a common educational framework for all the diplomas. It is a mixed model, where there are activities related to courses, at the beginning of the semester, and a PBL, at the end of the semester. In the courses, student deals with disciplinary knowledge and in the PBL with interdisciplinary knowledge. There are 3-4 courses involved in each PBL. The PBL can take between 20% and 50% of all the ECTS (European Credit Transfer System) on each semester.

How is student learning facilitated within PBL?

There are two roles involved in the PBL: the tutor and the expert. On the one hand, the tutor is responsible to facilitate the process during the supervision sessions. The tutor is also responsible to assess transversal skills. As a guideline to help the supervisor’s role, we have defined the main tasks she or he has to carry out during those sessions: - Facilitate project organisation and project planning. - Facilitate team-work meeting (at least once a week). - Facilitate report writing. - Facilitate students’ team in everyday work, whenever they ask for it, or if there are conflicts, or in case they need provisions. - Verify that the team is on the track. - Formative and summative assessment of transversal competences. On the other hand, the expert act as an expert or project consultant. The students can meet the expert whenever they need. The expert is also responsible to assess technical skills.

Program Overview

Institution Type:

Private

Degree Type:

ISCED 4: Post-secondary non-tertiary education
ISCED 5: Short-cycle tertiary education (Associate's or equivalent)

Program Length:

Three Years

Semesters in which PBL is Used:

In every semester

Hours per week on Project:

11-15

PBL Overview

Problem structure:

Moderately structured

Formulation of problems:

Faculty created and student formulated

Team composition selection:

Student choice

Projects assigned by:

Student choice

How is space dedicated to student teams for problem/project completion?

Space that can be reserved/shared by teams

Degree of Interdisciplinarity:

High

Role of instructor:

Expert

Unique Features

Competence and Learning Outcomes based curricula

Transversal competences

Project Based Learning

System Level PBL implementation

Assessment Methods

Written Exams

Oral Exams

Classroom Presentations

Exhibition/Demonstration

How assessment is implemented :

Mixture of individual and group

Publications